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PO Box 670564 Dallas, TX 75367

Tel. 972-926-3832www.dallasurbandebate.org

Week 1 Novice CurriculumLesson Plans for Mass Transit Week 1 - 8/27—8/30...............................................................................................................................................2Week 1 Student Debate course guide......................................................................................................................3

Monday 8/27 – Day #1...........................................................................................................................................4Handout – Course Syllabus.....................................................................................................................................5Handout – STUDENT INFORMATION SHEET...................................................................................................7Handout – Release forms.........................................................................................................................................8Student Data Release Form...................................................................................................................................10Student Likeness Release Form.............................................................................................................................11Handout – Benefits of Debate................................................................................................................................12Introduction: Why Debate?....................................................................................................................................13Activity – Ice breaker............................................................................................................................................15

Tuesday 8/28 – Day #2........................................................................................................................................16Activity Four Corners & Table Debates – Mass Transit.......................................................................................17This is a Debate Round!........................................................................................................................................23

Wednesday 8/29 – Day #3....................................................................................................................................24QUIZ - This is a Debate Round!............................................................................................................................25Activity – Resolution, Mass Transit......................................................................................................................26Handout – Mass Transit Vocabulary.....................................................................................................................27Vocabulary – Answer Key.....................................................................................................................................28

Thursday 8/30 – Day #4.......................................................................................................................................29Quiz – The Resolution...........................................................................................................................................30Activity – Claim Data Warrant..............................................................................................................................31Powerpoint Slides – Claim, Data, Warrant....................................................................................................32 - 36Learning the Mass Transit Affirmative..........................................................................................................36 - 41

Friday 8/31 – Day #5............................................................................................................................................41Activity..................................................................................................................................................................42What’s the Best Warrant? - Mass Transit Aff – pg 1.....................................................................................43 - 46Find the Evidence! - Mass Transit Aff..................................................................................................................46Find the Evidence! - Mass Transit Aff – ANSWER KEY....................................................................................47

Monday 9/3Week 1 Review Quiz.............................................................................................................................................48

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Lesson Plans for Mass TransitWeek 1 - 8/27—8/30

Objectives for week 1Basic students: Define the type of speeches and order of a policy debate round.

Intermediate students:Be able to recite the resolution from the year from memory.Be able to define the parts of an argument – Claim, Data, and Warrant.

Advanced students:Be able to easily identify the parts of an argument – Claim, Data, and Warrant.

Please remember, we hope that all students will be able to master all of these skills, but students will pick up on material on different paces. We provide these objectives so you can better focus on the necessary objectives to reach success for as many students as possible. Even your returning debaters will struggle as they review some of these concepts, but each week will allow students to keep building on these skills.

It may be worth sharing with the students that the ballot at the first tournament will ask judges to provide feedback on whether students have mastered these objectives.

Week at a glance If you meet after school or less than 5 times a week, we suggest you do these days in order. You can pick and choose, but generally the activities at the beginning of the week are the most useful for getting students acquainted with the necessary skills.

Monday – Day #1Introduction to Debate Course and the team

Tuesday – Day #2Define the types of speeches and speech order (include CX) in policy debate.

Wednesday – Day #3Memorize the Resolution and the Mass Transit plan text.Define key vocabulary for the Mass Transit affirmativeQuiz: Speech Order

Thursday – Day #4Identify the basics of an argument—claim, data, warrantApply claim, data, and warrant to parts of the Mass Transit AffirmativeQuiz: The Resolution

Friday – Day #5Be able to compare warrants from evidence

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Week 1 Student Debate course guide

You may choose to hand out this list of assignments/homework every Monday to students.

Day Homework Due Homework is listed on the day it is to be turned in.

Quiz

Monday Aug 27, 2012

None None

Tuesday Aug 28, 2012

Student Questionnaire

Wednesday Aug 29, 2012

Speech Order Quiz

Thursday Aug 30, 2012

1. Mass Transit Vocabulary Handout The Resolution Quiz

Friday Aug 31, 2012

1. Data Release & Student Likeness Forms (Requires parent signature!)2. Learning the Mass Transit Affirmative

MondaySept 3, 2012

Find the Evidence Worksheet Resolution, Speech order, mass transit vocabulary quiz.

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Monday 8/27 – Day #1

Introduction to Debate

Supplies:- Handouts:

o Course Syllabus o Student Questionnaireo Release formso Benefits of Debateo Introduction: Why Debate

- A bag of skittles (if you choose Ice breaker #2)

Homework to Collect:- None

Activities:- Introduce Debate via the handouts- Icebreakers

Homework to Assign:- Student Questionnaire to be returned by Tuesday- Data & Student Likeness Release forms to be turned in by Friday, August 31- Read “Introduction: Why Debate?” if not finished in class

Grade options:- Provide extra credit of 5 points for submitting the Student Questionnaire before the end of the class

day.

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Handout – Course Syllabus

Debate Room # _____Course Procedures 2012-2013 <<your name>>

Course Objectives:1. Students will understand themselves as communicators and will recognize how communication is affected by attitudes and

behaviors.2. Students will understand the specific format for policy debate and public debates.3. Students will understand the process of logic and critical thinking.4. Students will understand the basic principles of original research.5. Students will participate in the argumentation process as actual debaters and as critics of argumentation.

Format:This course is designed to introduce students to the fundamentals of argumentation and debate. Instruction will be provided in argumentation and debate theory, topic analysis, research, case construction, oral presentation, and refutation. Research skills and critical thinking will be stressed throughout the year. Students are required to attend one debate competition per semester to pass the course.

Materials:--There is no required textbook, but you will receive a set of “core files” that you must keep organized and with you. Tests and readings will be distributed in class.--A folder to keep handouts.--A notebook for lecture notes.--Two color pens (preferably black, blue or red)--Two color of highlighters (yellow and another color of your choice)--Other materials may be required as the year progresses. When competing, students will need to have a box and file folders to carry their research in. The school will provide these supplies.

Behavior:--Each student is expected to respect the rights of the teacher and the rights of the other students in the class.--No student will be allowed to interrupt or impede the learning and self-expression of another student. Raise your hand when you have a need to speak out in class.--No eating or drinking will take place in the classroom.--Each student is expected to come to class prepared with study materials in hand and assignments completed.

Absences and Tardies:--Students are expected to attend class. Excessive absences can, and often do, affect performance in the classroom. Students are expected to obtain make-up work prior to planned absences.--Students should be in their seats when the bell rings. Excessive tardies will result in disciplinary actions based on school policy.--Any work missed as a result of being tardy is considered late.--Prearranged absences must announced in advance.

Grading:--Each debate assignment will be given a pre-determined point value. Grades are determined by dividing your “achieved points” by the number of “total points possible.”--Daily work will consist of worksheets, quizzes, argument analyses and oral discussions. --There will be two test grades per quarter. These two test grades will consist of (1) attend four after-school practices during the quarter or (2) take a written exam at the end of each quarter. Students will be given a schedule of possible practices they can attend and can choose from the options that works the best for their schedule. There will always be a minimum of four practices available each quarter. There is no guarantee that a practice will be held every week. If you wait until the end of the quarter to try to get all of

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your practices in, you risk the possibility of a practice being cancelled. Practice schedules are not determined by whether or not you need the credit to exempt the test.If you are unable to attend four practices during a quarter, they should speak with me as soon as possible.

--Each student will be required to attend two debate competitions in order to obtain credit for that semester. Students wishing to compete more than once a semester may certainly do so. A student must complete the entire tournament from start to finish for the tournament to count. Students must also give at least one speech for the tournament to count.--Grading rubrics will be discussed prior to each assignment.--The grading scale is as follows: A: 90-100; B: 80-89; C: 70-79; D: 60-69; F: 59 and below--Semester grades will be 2/5 1st quarter, 2/5 2nd quarter, 1/5 semester exam--Extra-credit will be offered as deemed necessary throughout the year.

Late Work:--Work is due on the assigned due date. Students will be penalized one letter grade for each day an assignment is late.--Work is due at the beginning of class.--It is your responsibility to find out what you missed if you are absent. Call a friend or classmate to get the assignment. You can also reach me at the Debate Office (486-4746).

Academic Dishonesty:--School policy will be followed with regards to academic dishonesty. Acts of academic dishonesty are an injustice to you, your class, and your teacher. There will be zero tolerance in regards to this issue.

Make-Up Work:--It is the student’s responsibility to pick-up make-up assignments.--Students will have three days to complete make-up work unless prior arrangements have been made.

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Handout – STUDENT INFORMATION SHEETPlease fill this form out clearly and completely! You can win free food, DUDA swag, college information and other free stuff! One prize will be drawn each week! All information will remain confidential and anonymous.

Your Name:______________________________________________________________________________First Middle Last

School Name: ___________________________________________

Student ID: __________________________ Your Date of Birth: _______________________Month/ date/ year

Year in School (Please check one) Year in Debate (Please check one) Gender (Please check one)

Freshman Junior First Third Female

Sophomore Senior Second Fourth Male

Ethnicity (Please check all that apply)

Hispanic/Latino Black or African-American White Asian (including Indian subcontinent and Philippines)

American Indian or Alaska Native Other ____________________________________

Do you receive Free What is your If (when!) you go to college,or Reduced Lunch? (Please check one) T-shirt size? (Please check one) will you be the first in your family?

Free Lunch Full Pay X-Small Large Yes, I will be the first

Reduced Lunch Unsure Small X-Large No, my parents attended college

Medium XX-Large No, my brother/sister attended college

What is your favorite subject (s)? ___________________________________________________________________________

What career(s) are you interested in? (lawyer, doctor, professor, etc) __________________________________________________

This section is just to help your coaches talk to you about tournaments & debate events. We will not share this info with anyone else.

Home Address:_____________________________________________________________________________Number and street Apartment #

__________________________________________________________________________________________City State Zip code

Home Phone: (_____) ____________________ Your Cell Phone: (_____)_________________

Email address: __________________________ Your Twitter: _______________________

In case of emergency, who should we contact and in what order?Parent/Guardian name: __________________________ Their Cell Phone: (____)___________________Parent/Guardian name: __________________________ Their Cell Phone: (____)___________________

When you win a trophy or gavel, we want to share this good news with others. Who would you like us to share this with?We will only contact them with good news and if you provide us with their names below.

Name of other teachers (your favorite teacher, homeroom, etc): ________________________________________

Name of Place of Worship (Church, temple, etc): ___________________________________________________

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Other (other family, employer, organizations, etc): ___________________________________________________

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Handout – Release forms

Dear Parents/Guardians:

We are very excited that your child has chosen to participate in the Dallas Urban Debate Alliance (DUDA)!

As part of the debate program, you need to sign the attached forms for your son or daughter. The forms give DUDA permission to:

1) obtain your students’ grade point averages, attendance records, and all test (TAKS) scores for the years they spend debating;

2) take photos and video to be used by DUDA for marketing and documentation of the DUDA program; and

3) complete surveys and interviews with DUDA staff about your child’s experiences in debate.

Your child’s information will be carefully protected. All of the files containing your child’s data will be password protected and only DUDA staff will have access to the files. Instead of using your child’s name, he or she will be assigned a number and a fake name. He or she will never be identified individually unless it’s in a group photo used for recognition of your child’s debate team.

The data gathered is very valuable to DUDA. The information collected from all students participating in our debate program will be used to raise more money for the program and solidify the importance of the urban debate league through research and publications.

If you should have any questions or concerns, please feel free to contact Nicole Serrano at [email protected] or 972-926-3832

Sincerely,

Nicole SerranoExecutive Director of DUDA

Form (s) attached

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mailto:[email protected]



Estimados Padres/Guardianes:

Estamos muy emocionados de que su niño haya escogido formar parte de nuestro equipo: Dallas Alianza Urbana de Debate (DUDA)!

Para sus hijos atender a nuestras actividades, Ud (s). parents/guardians, deben firmar y devolver las formas adjuntas de autorización para su hijo(a). Las formas de DUDA dan permiso a:

1) obtener promedios de puntaje de calificaciones de la escuela, records de asistencia, y puntajes obtenidos durante los años que estuvieron atendiendo el programa de Debate;

2) tomar fotos y videos que seran utilizados para informacion pública y documentación del programa de DUDA; y

3) permitir inspecciones y entrevistas que hara un empleado de DUDA acerca de las experiencias en el programa de Debate. Este empleado se identificara propiamente.

La información personal de su hijo(a) será protegida cuidadosamente. Todos los archivos que contienen los datos de hijo(a) seran protegidos con una contraseña especial y sólo empleados de DUDA tendrá acceso a los archivos.

Cada archivo se identificara con un número asignado y un nombre especial. Su hijo(a) nunca sera identificado individualmente, a menos que forme parte de una foto con otros compañeros para el reconocimiento del equipo del Debate.

Los datos estatisticos reunidos son muy valiosos para DUDA. Estos datos estatisticos seran utilizados con fines de obtener fondos para el programa y tambien para afirmar la importancia del programa de Debate en investigaciones y publicacions. Si Ud(s) tienen alguna pregunta o preocupación, por favor comunicarse con Nicole Serrano, al telefono 972-926-3832, o [email protected] por correo electronico. (Hablo español!)

Cordialmente,

Nicole A SerranoDirector Ejecutivo de DUDA

Formas adjuntas.

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mailto:[email protected]



Student Data Release Form

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Student Likeness Release Form

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Handout – Benefits of Debate

Congratulations on joining the debate team.

1. Competition—debate is one of the oldest and most competitive activities across the country. The Dallas ISD teams consistently place amongst the highest at national competition – beating out students from Atlanta, Boston, Chicago, Houston, Los Angeles, Nashville, and many other places. <<Insert something specific about your school>>

2. Academic skills and Life skills such as critical thinking, reasoning, synthesis, research, writing, organization, persuasion, listening, and leadership—debate provides the opportunity to develop all of these skills above and beyond the regular classroom experience.

3. Colleges and University admissions rate debate as one of the most valuable extra-curricular activities and participation on the debate team has resulted in direct and indirect scholarships for Dallas ISD debaters. Dallas ISD debaters from the last four years are currently attending Univ of Texas – Dallas, Univ of North Texas, Southern Methodist University, and Univ of Texas- Austin to name a few. Hundreds of colleges will recruit and offer you scholarship money for being a part of their debate team.

4. Free travel and prizes! The debate team competes at the novice, junior varsity, and varsity levels of competition all around Dallas. A typical debate tournament will ask you to miss a school day and bring you to another school around Dallas to compete against students from other Dallas ISD schools. Talented students can earn free travel to compete for the Dallas Urban Debate Alliance at places such as Washington, DC. Last year students also traveled to Indianapolis and New Orleans. Whether you are competing in Dallas or nationally, the Dallas Urban Debate Alliance will provide you with free food, supplies, and prizes.

5. Debate competitions are large community events! Debate competitions are co-ed and we compete against public (and sometimes private!) schools of all sizes from across the city and often the nation.

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Introduction: Why Debate?

"Those 4 years in debate were the educational foundation of everything I did. And I don't mean that in some simple form...I'm saying the finest education I got from any of the institutions I attended, the foundation of my mind that I got during those 4 years of competitive policy debate; that is, 90% of the intellectual capacity that I operate with today--Fordham [University] for college, Fordham for the Ph.D., Harvard for law school--all of that is the other 10%." -- John Sexton, President of NYU

People debate for many different reasons. Some enjoy the opportunity to speak and be heard, some like the competition, some seek to challenge themselves, and some value the educational benefit of debate. Many people enjoy debate for all four reasons.

Debate offers an opportunity to get up and speak your mind and have someone listen and care what you say. Instead of just sitting in a classroom and listening to a teacher, you get to voice your own opinions. When the judge decides the debate, it’s based on the arguments you make and the other team makes no matter what the judge really thinks.

Debate is also, for the most part, a competitive activity. When you debate in class, you will have the opportunity to compete against your classmates. When you do debate as an extracurricular activity, you will get to compete against other schools. The winner of a debate is not the most popular student; it’s the student with the best arguments. There’s a strong relationship between how hard you work at debate and how successful you are. Many people find this refreshing.

Debate will teach you new things. At all levels, debaters use arguments and evidence from philosophy, politics, science, and other fields to support their side. Debate can expose you to many ideas that you otherwise couldn’t get until college.

Finally, debate offers many educational benefits. As the quote at the beginning of the introduction illustrates, many people identify debate as one of the most important educational experiences in their life. Debaters go on to be successful in many different fields, especially law.

Famous Former Debaters1

Ted Turner (owner of CNN) Bill Clinton, Richard Nixon, Lyndon Johnson, and Woodrow Wilson (US presidents) John Wayne and Brad Pitt (actors) Oprah Winfrey (talk show host) Sonia Sotomayor (Supreme Court justice)

Debate develops critical thinking skills, which are valuable in virtually every class and every job. By participating in only twelve (12) competitive debates at a Dallas Urban Debate Alliance tournament, studies prove that you will be

- Increase test scores by 25%- Increase your GPA by 10% - or nearly a full letter grade!- Increase the likelihood you’ll graduate from high school by 75%

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Because of the educational benefits, debate helps many students get into college or earn scholarships. In an era of grade inflation, colleges are more and more looking to success in extracurricular activities as a metric of achievement.2 According to a Wall Street Journal report, being captain of a debate team "improved an applicant's chances by more than 60% compared with the rest of the pool. By contrast, being a school newspaper writer, sports team captain, or class president improved the chance of admission by 5% or less.

To be very clear, the experience of competing on an urban debate team boosts your college readiness—and your chance to succeed in life. But beyond the data, the most telling testaments of the power of competitive debate to change students' lives come from students themselves.

Benicio Ramalho, who graduated from Emmett Conrad High School in Dallas, was tardy for school so much as a junior that he actually had to go to truancy court and got fined $175. But after he got introduced to debate, he started arriving early at school to get involved in the morning practice for the team. In debate, he learned how to work with people he barely knew. He learned how to have confidence in his ideas—and present them in a logical fashion. He learned how to get work done under pressure—and how to logically evaluate everything presented to you, even in an unfamiliar situation. He learned how to keep his cool.

Anthony Salazar, another student from Dallas, had little interest in school. He admits he couldn't have cared less about his grades. But then he, too, got involved in competitive debate. And debate opened his eyes to all sorts of issues that had never crossed his mind. Each year at the end of school, Anthony felt like he had acquired expertise on whatever resolution was accepted for debate that year. Suddenly, writing English papers was easy. Math no longer dragged down his GPA. Anthony is a sophomore now at Southern Methodist University. And he says that if it wasn't for his debate team experience, he would have never made it to a four-year college. -- United States Secretary of Education Arne Duncan speech on the value of urban debate. 3

CITATIONS "| British Debate | Why do people debate?" | British Debate | online home of the ESU Centre for Speech and Debate. 20 May 2009 <http://www.britishdebate.com/site/why_debate.asp>.

2 Luong, Minh A. "Accidental Hero. College Admission." PBS. 20 May 2009 <http://www.pbs.org/accidentalhero/parents/college.html>.

3 Duncan, Arne. "The Power of Debate – Building the Five “C’s” for the 21st Century." 12 April 2012 <http://www.ed.gov/news/speeches/power-debatebuilding-five-cs-21st-century>.

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Activity – Icebreaker

Start off with a quick note of affirmation. Mention how impressed you are that students are joining an activity that has been proven around the country to help students improve their grades and get into and succeed in college, etc….

Invite older debaters into to quickly share reflections their reflections about why they like debate. Ask some to talk about how it took a while to get better, but it’s worth sticking with.

Do an icebreaker that gets students talking. You probably have one you like, but if not…

Icebreaker #1: My name is and I like to . . .

Break up your practice into groups of 8. Have each group stand in a circle. If you have returning debaters, have one of them in each group of 8.

The first person says, "My name is ______and I like to ______ (insert hobby and act out a motion from that hobby.)

The next person says, “My name is ______and I like to _______” and then repeats the first students name and hobby and acts out a motion from that hobby.

Everyone else in the circle will repeats the process, adding on one additional person’s name and hobby each time.

This continues until the last person goes, at which time the entire group will repeat the process once more. For the second round, everyone will start with themselves and then continue clockwise around the room until everyone’s name, hobby, and action is repeated. Once each person does this, the activity will end.

Icebreaker #2: Skittles Introduction

The skittles game: bring in a bag or two of skittles and tell students they can take as many as they want. Once they have taken them, tell them they have to tell everyone one fact about themselves for each skittle they took. Go around the room and have students do that. Be easy on the students who took too many.

Icebreaker #3: Student Interviews

Students interview each other in groups of two and then have to report out to the class on the person they interviewed. Ask them report back on such items as:

- Name of student- Favorite subject- Why they signed up for debate- What transportation they use to get to school (car, DART, walking, etc)- Favorite food

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Tuesday 8/28 – Day #2Introduction to a Debate Round

Supplies:- Handout:

o “This is a Debate Round”- 4 signs – one each that say “Strongly agree, agree, disagree, strongly disagree”- A timer that will sound after one minute

Homework to Collect: - Student Questionnaire- Collect Data & Student Likeness Forms – remind students it is due Friday

Activities:- Four Corners & Table Debates- Go over the order of speeches

Homework to Assign:- Study for a quiz on speech order

Grade options:- “Student Questionnaire” completion grade (1 point)-

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Activity Four Corners & Table Debates – Mass Transit

PreparationLabel four corners of the room – each with a sign that says, “strongly disagree,” “disagree,” “agree,” or “strongly agree.”Write on the board “More people should use the DART.”

Action 1. As students walk in the room, ask them to stand in the area that best resembles their reaction to the statement about people’s usage of the DART.

2. Once everyone is in a corner, give the group 5 minutes to come up with 3 reasons they chose that side. Don’t worry if no one chooses a corner. So, if they are in the “strongly agree” corner – they should give 3 reasons they “strongly agree.”

3. Ask each corner to report their 3 reasons. If one side is unrepresented, play devil’s advocate and give a reason or two why someone might feel that way. (This should take about 5 minutes in total)

4. Ask students to form groups of three – they should find people who were in different corners than their own. Ask the students to sit together in three desks or seats in the diagram below if possible –

5. Ask the students to choose someone to be “affirmative” and someone to be “negative.” The third student will be the judge.

6. Explain that you will give each student 1 minute to give a speech – an affirmative speech and a negative speech. Then the judge will have one minute to decide who won and explain why they voted that way. When

Student #1

Student #2

Student #3

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one debate is done, students will rotate jobs and do another debate; repeat this one more time. Each student will take turns be affirmative, negative and the judge.

7. Set the timer and announce when time is up with speeches. Announce when time is up and ask students to switch jobs. In total, this step should take about 10-12 minutes.

8. Once all of the debates are done, ask students what they found easy and what they found difficult about debating in this manner. Point about any good arguments you heard.

9. Pass out the “This is a Debate Round!” handout. Ask students to review the material for a quiz tomorrow.

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Agree21



Disagree

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Strongly Agree

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Strongly Disagree

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This is a Debate Round!

Full Speech Times

1AC 1NC 2AC 2NC 1NR 1AR 2NR 2AR1st

Affirmative Constructive

1st

Negative Constructive

2nd


2nd


1st Negative Rebuttal

1st

Affirmative Rebuttal

2nd Negative Rebuttal

2nd


8 minutes 8 minutes 8 minutes 8 minutes 5 minutes 5 minutes 5 minutes 5 minutes

Followed by:

3 minute CX2N asks 1A

Followed by:

3 minute CX1A asks1N

Followed by:

3 minute CX1Nasks2A

Followed by:

3 minute CX2A asks2N

Prep time: 8 minutes per team.

Sample Tournament Desk Configuration

JUDGE

1A 2A 1N 2N

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Wednesday 8/29 – Day #3Supplies:

- Handout: o Glossary from the Mass Transit 1AC

Homework to Collect:- Collect Data & Student Likeness Forms – remind students it is due Friday

Activities:- Take the “This is a debate round!” quiz (give 5 minutes)- Introduce them to the resolution- Introduce them to the mass transit plan text- Introduce them to the necessary vocabulary for the Mass Transit aff

Homework to Assign:- Memorize the resolution. There will be a quiz the next day!- Finish defining the vocabulary, if unable to finish in class.

Grade options:- Begin with “This is a debate round!” quiz

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QUIZ - This is a Debate Round!

Your Name _________________________________ Class Period __________________

Please fill in the blanks with the missing information. There are 10 blanks noted with a *

Full Speech Times

1AC 1NC

*_____2NC 1NR

*_____2NR 2AR

1st


1st


2nd


2nd


1st Negative Rebuttal

1st


2nd Negative Rebuttal

*_____

*___minutes

8 minutes *___minutes



5 minutes

Followed by:

*___minute

CX2Nasks1A

Followed by:

3 minute CX1Aasks1N

Followed by:

3 minute CX1Nasks2A

Followed by:

3 minute CX2Aasks

*____

Prep time: *____ minutes per team.

Sample Tournament Desk Configuration

Grade _______ out of 10Activity – Resolution, Mass Transit

JUDGE

1A 2A 1N 2N

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PreparationWrite the year’s resolution on the board. - Resolved: The United States federal government should substantially increase its transportation infrastructure investment in the United States.

Underneath it, leave plenty of room to write and then write the Mass Transit Plan Text The United States federal government should substantially increase its investment in urban mass transit transportation infrastructure.

Action1. Ask students to write down the resolution on their notebook. Read it out loud together.

2. Walk through what the terms mean by asking students the following guided questions (writing the answers on the board)

What is the United States federal government? (The government in DC with President Obama)What is transportation infrastructure investment? (Building trains, planes, roads, bridges, etc)How does the government create new roads, bridges, etc? (They give money to companies or states to

do it)How much would a substantial increase be? Is $1 more from the federal government enough? $1,000? $1million? (Explain the students that this is something where there is no right or wrong answer.

3. Ask students all of the students to repeat it out loud again. Then have them face away from the board and try saying it again as a class. Do this a few times, letting kids peak behind them a few times in between saying it outloud. The goal is to help them memorize the resolution.

4. Now, ask students to take a seat again. Talk to them about the Plan text they will be debating for this quarter. Ask them all to repeat the plan text together “The United States federal government should substantially increase its investment in urban mass transit transportation infrastructure.”

5. Again, walk students through what the terms mean by asking the following guided questions (writing the answers on the board)

What is the United States federal government? (This should be review)What is “urban mass transit”? (Public transportation in cities – such as buses, DART trains, etc)What is “infrastructure”? (The foundation of things. So it’s not just one more DART train, but laying out more DART train tracks, too.)

6. For about 5-10 minutes, ask students to describe why they think this would be a good idea or a bad idea.

7. With as much time as possible, go through and fill in the vocabulary sheet below with the students.

8. Remind students that there is a quiz tomorrow that will ask them to be able to fill in the resolution. There will be extra credit for knowing the plan text.

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Handout – Mass Transit Vocabulary

Your Name _________________________________ Class Period ______ Date _________

Please write the definition of the term in the box next to it. To review these terms, you can fold over the page on the bold line and quiz yourself on the vocabulary.

Term DefinitionCar Culture

Communities of color

Cycle of Poverty

Emissions

Gentrification

Mass Transit

Marginalized communities

Moral Obligation

Segregation

Social inequality

Subsidy

Urban

Urban Sprawl

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Vocabulary – Answer Key

Car culture. America’s love of cars that is seen in music, movies, etc.

Communities of color. Hispanic, black, Asian or other non-white group of people living together or connected in some way.

Cycle of poverty. This theory says that poor families do not have the necessary resources to escape poverty and stay in poverty for many generations. So if a grandparent is poor, their grand-child is likely to also live in poverty.

Emissions. Something emitted, such as the pollution from a car.

Gentrification. the process by which higher income households displace lower income residents of a neighborhood, changing the character of that neighborhood.

Mass transit. Transportation infrastructure that can move many people at once such as buses or subways/light rail.

Marginalized communities. Groups of people who have been discriminated against.

Moral obligation. Something you have to do because it is the right thing to do.

Segregation. The separation between people of different races. In this case, in terms, of where people live and work.

Social inequality. Differences between groups of people who do not have the same social status. In the US, this can mean differences in access to education, health care, housing, etc.

Subsidy. Government financial support of an industry or thing.

Urban. Relating to the city or town.

Urban Sprawl. The development of large suburbs outside of major cities.

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Thursday 8/30 – Day #4

Supplies:- Handout:

o “Learning the Mass Transit Affirmative”o (if desired) “Claim Data Warrant” powerpoint slides

- Powerpoint projector – and power point

Homework to Collect:- Give a completion grade (1 point) for the “Mass Transit Vocabulary”- Collect Data & Student Likeness Forms – remind students it is due Friday

Activities:- “The Resolution” Quiz

Homework to Assign:- Finish the “Learning the Mass Transit Affirmative” worksheets

Grade options:- “The Resolution” Quiz (10 points)- Completion grade – “Mass Transit vocabulary” (1 point)

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Quiz – The Resolution


Please fill in the blanks with the missing information. There are 5 blanks noted with a *. Each blank is worth 2 points.

Resolved: The United States *_____________________ government should *_________________ increase

its *______________________ infrastructure *_________________ in the United *_________________.

For extra credit, fill in the missing blanks. Each blank will be worth 1 point.

The United States federal government should substantially increase its investment in *_______________

mass *_____________________ transportation infrastructure.

Grade _______ out of 10

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Activity – Claim Data Warrant

PreparationSet up a projector to run the “Claim Data Warrant” powerpointAND/OR –Hand out the slides

Activity

1. Begin with the “Resolution” quiz (give them 5 minutes)

2. Ask students who finish early to show you the completed vocabulary sheet from the day before. Ask them to spend the time reviewing the vocabulary.

3. Start up the powerpoint and run through the Claim Data Warrant slides and explanations. (20- 25 minutes)

4. As a class, begin on the “Learning the Mass Transit Affirmative” worksheets. Do Page 1 together as a class

5. Ask the students to work on page 2 & 3 in groups.

6. Assign pages 4 & 5 as homework (or to complete in class as appropriate)

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Powerpoint Slides – Claim, Data, Warrant

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Learning the Mass Transit Affirmative – pg 1Your Name _________________________________ Class Period ______ Date _________

Directions: Read the following claims. Then read the card (piece of evidence) that supports the claim. Find the data and warrant and fill out the diagram below like you learned in the powerpoint.

CLAIM 1Lack of public transportation (busses and trains) and the development of highways creates communities segregated along racial lines.

Robert D. Bullard, Glenn S. Johnson, and Angel O. Torres, Ph.D. in Sociology at Iowa State University; Associate Professor at Clark Atlanta University; Geographic Information Systems Training Specialist, 2004 ("Highway Robbery Transportation Racism And New Routes to Equity", Page 3-5) Transportation systems do not spring up out of thin air. They are planned and, in many cases, planned poorly when it comes to people of color. Conscious decisions determine the location of freeways, bus stops, fueling stations, and train stations. Decisions to build highways, expressways, and beltways have far-reaching effects on land us e , energy policies, and the environment. Decisions by county commissioners to bar the extension of public transit to job-rich economic activity centers in suburban counties and instead spend their transportation dollars on repairing and expanding the nation's roads have serious mobility implications for central city residents. Together, all these transportation decisions shape United States metropolitan areas, growth patterns, physical mobility, and economic opportunities.' These same transportation policies have also aided , and in some cases subsidized, racial, economic, and environmental inequities as evidenced by the segregated housing and spatial layout of our central cities and suburbs. It is not by chance that millions of Americans have been socially isolated and relegated to economically depressed and deteriorating central cities and that transportation apartheid has been created. An Affair with the Automobile Over the past 75 years, automobile production and highway construction have multiplied, while urban mass transit systems have been dismantled or allowed to fall into disrepair. The American automobile culture was spurred by massive government investments in roads (3 million miles) and interstate highways (45,000 miles). Automobiles account for 28 percent of our nation's energy consumption. Transportation consumes 67 percent of the petroleum used in the United States.' And over 75 percent of transportation energy is used by highway vehicles. From 1998 to 1999, US gasoline consumption rose by 2.5 percent and vehicle miles traveled increased by 1.4 percent. More cars on the road has meant more pollution, traffic congestion, wasted energy, urban sprawl, residential segregation, and social disruption. Indeed, not all Americans have received the same benefits from the massive road and highway spending over the past several decades. Generally, the benefits of highways are widely dispersed among the many travelers who drive them, while the burdens of those roads are more localized. Having a seven-lane freeway next door, for instance, is not a benefit to someone who does not even own a car. People of color are twice as likely to use nonautomotive modes of travel public transit, walking, and biking to get to work, as compared to their white counterparts. In urban areas, African Americans and Latinos comprise 54 percent of transit users (62 percent of bus riders, 35 percent of subway riders, and 29 percent of commuter riders).5Source: Mass Transit Affirmative-Novice, Pg. 5

Claim: _________________________ Data: ____________________________

_______________________________ _________________________________

_______________________________ _________________________________

Warrant:_________________________________________

________________________________________________

________________________________________________

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Learning the Mass Transit Affirmative – pg 2

CLAIM 2

Increasing investment in mass transit is crucial to decreasing social inequality and creating change

Eric Mann et al, members of the Labor/Community Strategy Center, 2006 (Eric Mann, Kikanza Ramsey, Barbara Lott-Holland, and Geoff Ray, “An Environmental Justice Strategy for Urban Transportation”. http://urbanhabitat.org/files/ 1%20Eric%20Mann.pdf)

Mass Transit: The Heart of the New Revolution Transportation is a great multifaceted issue around which to build a movement, because it touches so many aspects of people’s lives. Transportation affects public health, access to jobs, childcare, housing, medical care, education, and more. It is inextricably tied to the history of the civil rights movement now and in the past. Now it has taken on a life and death urgency because of the public health crisis and global warming brought on by the automobile. Public transportation can be a great unifier—bringing together people of all races and classes who seek a saner, healthier world in which wars for oil and energy are exposed and opposed. Source: Mass Transit Affirmative-Novice, Pg.7

Claim: _________________________ Data: ____________________________

_______________________________ _________________________________

_______________________________ _________________________________

Warrant:_________________________________________

________________________________________________

________________________________________________

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CLAIM 3Current transportation policies exclude poor neighborhoods from jobs and opportunities

Center for Social Inclusion 2006 (“Racism and Racial Discrimination in the U.S.: Federal Disinvestment in Opportunity for Marginalized Communities”. The Center for Social Inclusion is a national policy strategy organization that works to dismantle structural racial inequity and increase well-being for all. http://www.assetfunders.org/library/documents/CSIonUSandCERD.pdf)

In all of the public spheres listed in Article 1, U.S. policies create conditions that disproportionately exclude marginalized communities and groups from enjoying fundamental freedoms and opportunities, such as good jobs and good schools. Some policies may be facially race-neutral but perpetuate the historic racial exclusion that is embedded in our institutions. Present-day federal transportation, housing, education and fiscal policies perpetuate the racial exclusion that was built into federal policies from the 1930s through 50s – policies that created middle-class White suburbs and poor, non-White inner-city neighborhoods. While the incomes and racial identities of cities and suburbs have been changing, people of color continue to be deeply isolated from opportunities. Poor people of color are much more likely than poor Whites to live in concentrated poverty neighborhoods that lack opportunities, like good jobs, good schools, and quality services. Concentrated poverty neighborhoods are neighborhoods where at least 20% (rural) or 40% (urban) of the population lives at or below the federal poverty level.3More than two-thirds of people living in concentrated urban poverty are Black or Latino, even though they are one-fourth of the US population.4 In rural America, half of poor rural Blacks and Native Americans live in concentrated poverty and 27% of all poor rural Latinos live in areas of high poverty.5 Gulf Coast states have high rates of concentrated poverty compared to the rest of the country (26% in Alabama, 41% in Louisiana, and 41% in Mississippi).6 More than 1 out of every 10 neighborhoods in New York City is a concentrated poverty neighborhood (248 total, or 11.2% of all neighborhoods) and these neighborhoods are predominately people of color (87.5% of these neighborhoods are over 80% non-White). Of the 923,113 people living in concentrated poverty in New York, 37.1% are Black and 49.7% Latino, compared to 8.4% White.7 (See Appendix A for a map of concentrated poverty in neighborhoods of color in New York City). o Very poor neighborhoods of color have far less to no jobs in their neighborhoods compared to other areas of the City. (See Appendix B for a map showing the relationship between concentrated poverty, neighborhoods of color, and location of jobs).

Source: Mass Transit Affirmative – Novice, Pg. 8

Claim: _________________________ Data: ____________________________

_______________________________ _________________________________

_______________________________ _________________________________

Warrant:_________________________________________

________________________________________________

________________________________________________

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CLAIM 4Current transportation infrastructure policy spends billions on highways while ignoring public transit. This situation is discriminatory against the poor and communities of color

Karyn Rotker, Attorney of Law, 2007 (Poverty & Race 16.5, " Transportation: Regional Equity & Environmental Justice", http://search.proquest.com/docview/210339531)

In August, 2007, a bridge on an interstate highway came crashing down during rush hour in Minneapolis. Commentators seized upon the disaster as a sign of the need for more government spending on infrastructure. But conversations about "infrastructure" routinely focus on building, maintaining and expanding highways, treating public transit as an afterthought at best. For decades, the federal government (and many state governments) have lavished billions upon billions of dollars on highway construction, while funding for mass transit lags far behind. The neglect of transit is discriminatory: The 2000 Census showed that nearly one in four African Americans, and large percentages of Latinos and Asians, live in households without vehicles available, compared to only 7% of non-Hispanic whites. Communities of color are far more likely than whites to depend on public transportation to get to work. Governmental disregard of transit strands low-income persons and communities of color, often in inner cities though also in rural areas, while job growth, economic development and housing migrate to wealthier, whiter suburbs. At the same time, federal mandates that require regional planning frequently limit the influence of central cities in transportation and regional development. The precise structures vary from community to community. In some cities, activists have challenged the disproportionate amount of money pumped into modes of transit used by better-off, whiter communities, while transit modes used by inner-city residents are starved. The most well-known example was the case in which Los Angeles bus riders challenged how much money was going to the rail system. In Milwaukee, a majority-minority city surrounded by a ring of overwhelmingly white suburbs, survival of the transit system is at issue. There are clear disparities in auto ownership and drivers licenses between the predominantly low-income and minority residents of Milwaukee's central city and the predominantly white residents of suburban counties. Census data confirm that Milwaukee residents, especially those living in the central city, remain far more likely to rely on public transportation than do suburban residents.


Claim: _________________________ Data: ____________________________

_______________________________ _________________________________

_______________________________ _________________________________

Warrant:_________________________________________

________________________________________________

________________________________________________

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CLAIM 5Failure to address transportation inequality guarantees cycles of poverty

Timo Ohnmacht et al, University of Applied Science and Arts, Switzerland, 2009 (Timo Ohnmacht, Hanja Maksim, Manfred Max Bergman, Ashgate Publishing Company, Mobilites and Inequatlities)

In Urban Areas social inequity is evident in terms of social deprivation that may occur both caused by lack of access to mobility and as a consequence of mobility-related degredation of living conditions (e.g. caused by air pollution noise emissions etc.). Many cities in Europe still have highly stressed neighbourhoods and traffic corridors, which also have a high concentration of population groups with a low rate of motorization or who are badly served by public transport. In such areas, the two categories of problem overlap: mobility (especially motorized transport) becomes a risk, contributing to the deterioration of living conditions; and the lack of mobility facilities prevents people from participating in society, limits access to education, the labour market etc. Poverty and deprivation structures are thus mutually reinforced, also from a socio spatial point of view.


Claim: _________________________ Data: ____________________________

_______________________________ _________________________________

_______________________________ _________________________________

Warrant:_________________________________________

________________________________________________

________________________________________________

Grade _______ out of _____

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Friday 8/31 – Day #5

Supplies:- Handout:

o The Mass Transit 1AC (from the core files)o “What’s the Best Warrant”o “Find the Evidence” worksheet

- A timer that will sound after one minute

Homework to Collect:- The “Learning the Mass Transit Affirmative” worksheets- Collect Data & Student Likeness Forms

Activities:- Evidence scavenger hunt- Table debates on warrant comparison

Homework to Assign:- “Find the Evidence” worksheet- Review the speech times, resolution, and key terms from Mass Transit – quiz on Monday!

Grade options:- “Learning the Mass Transit Affirmative” - either a completion grade (1 point per page) or collect and

grade each page out of 3 points. - Completion grade for the Data & Student Likeness forms (2 points)

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Activity

PreparationGroup chairs/tables for table debates in the diagram below if possible –

Action1. Collect the “Learning the Mass Transit Affirmative” worksheets – or go around and take a completion grade.

2. Hand out to students the “What’s the Best Warrant?” handout.

3. For each card and claim on the worksheet, they will debate which of the two warrants is the best. Assign someone in each group to be “warrant 1” and someone to be “warrant 2.” The third student will be the judge.

Tip: Remind students that they are not arguing whether the claim is true or not. Instead, they need to argue that their warrant is the best reason for believing the claim to be true.

4. Give the students a minute to read the evidence (this should be familiar to them by now). Then give them 2 minutes to give a speech in defense of claim 1, 2 minutes to give a speech in defense of claim 2, and 2 minutes to make a decision and explain it.

5. After the first debate, ask the class which warrant won. (Ask the judges who voted for claim 1 to raise their hand, then those who voted for claim 2). Discuss as a class why one warrant won more than another. (10 minutes total including the debate).

6. Repeat this for each of the 4 claim debates. (26 minutes for remaining 4 debates)

7. Hand out the Mass Transit 1AC and the “Find the Evidence!” worksheet. Ask students to complete this scavenger hunt for homework due Monday.

8. Let them know – there will be a quiz on Monday so they should review the speech times, resolution, and key terms from Mass Transit affirmative.

Student #1

Student #3

Student #2

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What’s the Best Warrant? - Mass Transit Aff – pg 1


Directions: Read the two warrants for each claim listed below. Your coach will assign you to defend one of them, and you’ll have to tell your table debate opponent why your warrant is the best warrant to support that claim. Refer to the card to help you make your argument.

Current transportation infrastructure policy spends billions on highways while ignoring public transit. This situation is discriminatory against the poor and communities of colorKaryn Rotker, Attorney of Law, 2007 (Poverty & Race 16.5, " Transportation: Regional Equity & Environmental Justice", http://search.proquest.com/docview/210339531)

In August, 2007, a bridge on an interstate highway came crashing down during rush hour in Minneapolis. Commentators seized upon the disaster as a sign of the need for more government spending on infrastructure. But conversations about "infrastructure" routinely focus on building, maintaining and expanding highways, treating public transit as an afterthought at best. For decades, the federal government (and many state governments) have lavished billions upon billions of dollars on highway construction, while funding for mass transit lags far behind. The neglect of transit is discriminatory: The 2000 Census showed that nearly one in four African Americans, and large percentages of Latinos and Asians, live in households without vehicles available, compared to only 7% of non-Hispanic whites. Communities of color are far more likely than whites to depend on public transportation to get to work. Governmental disregard of transit strands low-income persons and communities of color, often in inner cities though also in rural areas, while job growth, economic development and housing migrate to wealthier, whiter suburbs. At the same time, federal mandates that require regional planning frequently limit the influence of central cities in transportation and regional development. The precise structures vary from community to community. In some cities, activists have challenged the disproportionate amount of money pumped into modes of transit used by better-off, whiter communities, while transit modes used by inner-city residents are starved. The most well-known example was the case in which Los Angeles bus riders challenged how much money was going to the rail system. In Milwaukee, a majority-minority city surrounded by a ring of overwhelmingly white suburbs, survival of the transit system is at issue. There are clear disparities in auto ownership and drivers licenses between the predominantly low-income and minority residents of Milwaukee's central city and the predominantly white residents of suburban counties. Census data confirm that Milwaukee residents, especially those living in the central city, remain far more likely to rely on public transportation than do suburban residents.

Claim: Current transportation infrastructure policy spends billions on highways while ignoring public transit. This situation is discriminatory against the poor and communities of color.

Warrants: 1. For decades, the federal government have lavished billions upon billions of dollars on highway construction, while funding for mass transit lags far behind.

2. Governmental disregard of transit strands low-income persons and communities of color, often in inner cities through also in rural areas, while job growth, economic development, and housing migrate to wealthier, whiter suburbs.

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What’s the Best Warrant? - Mass Transit Aff – pg 2

And this lack of public transportation creates communities segregated along racial lines. Transportation directly influences the special layout of communitiesRobert D. Bullard, Glenn S. Johnson, and Angel O. Torres, Ph.D. in Sociology at Iowa State University; Associate Professor at Clark Atlanta University; Geographic Information Systems Training Specialist, 2004 ("Highway Robbery Transportation Racism And New Routes to Equity", Page 3-5)

Transportation systems do not spring up out of thin air. They are planned and, in many cases, planned poorly when it comes to people of color. Conscious decisions determine the location of freeways, bus stops, fueling stations, and train stations. Decisions to build highways, expressways, and beltways have far-reaching effects on land use, energy policies, and the environment. Decisions by county commissioners to bar the extension of public transit to job-rich economic activity centers in suburban counties and instead spend their transportation dollars on repairing and expanding the nation's roads have serious mobility implications for central city residents. Together, all these transportation decisions shape United States metropolitan areas, growth patterns, physical mobility, and economic opportunities.' These same transportation policies have also aided, and in some cases subsidized, racial, economic, and environmental inequities as evidenced by the segregated housing and spatial layout of our central cities and suburbs. It is not by chance that millions of Americans have been socially isolated and relegated to economically depressed and deteriorating central cities and that transportation apartheid has been created. An Affair with the Automobile Over the past 75 years, automobile production and highway construction have multiplied, while urban mass transit systems have been dismantled or allowed to fall into disrepair. The American automobile culture was spurred by massive government investments in roads (3 million miles) and interstate highways (45,000 miles). Automobiles account for 28 percent of our nation's energy consumption. Transportation consumes 67 percent of the petroleum used in the United States.' And over 75 percent of transportation energy is used by highway vehicles. From 1998 to 1999, US gasoline consumption rose by 2.5 percent and vehicle miles traveled increased by 1.4 percent. More cars on the road has meant more pollution, traffic congestion, wasted energy, urban sprawl, residential segregation, and social disruption. Indeed, not all Americans have received the same benefits from the massive road and highway spending over the past several decades. Generally, the benefits of highways are widely dispersed among the many travelers who drive them, while the burdens of those roads are more localized. Having a seven-lane freeway next door, for instance, is not a benefit to someone who does not even own a car. People of color are twice as likely to use nonautomotive modes of travel public transit, walking, and biking to get to work, as compared to their white counterparts. In urban areas, African Americans and Latinos comprise 54 percent of transit users (62 percent of bus riders, 35 percent of subway riders, and 29 percent of commuter riders).5

Claim: Current lack of public transportation creates communities segregated along racial lines. Transportation directly influences the special layout of communities.

Warrants:1. These same transportation policies have also aided racial iniquities as evidenced by segregated housing and spatial layout. It is not by chance that millions of Americans have been socially isolated to economically depressed central cities and that transportation apartheid has been created.

2. Not all Americans have received the same benefits from road and highway spending. People of color are twice as likely to use nonautomotive modes of travel as compared to their white counterparts.

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What’s the Best Warrant? - Mass Transit Aff – pg 3Failure to address transportation inequality guarantees cycles of poverty

Timo Ohnmacht et al, University of Applied Science and Arts, Switzerland, 2009 (Timo Ohnmacht, Hanja Maksim, Manfred Max Bergman, Ashgate Publishing Company, Mobilites and Inequatlities)

In Urban Areas social inequity is evident in terms of social deprivation that may occur both caused by lack of access to mobility and as a consequence of mobility-related degredation of living conditions (e.g. caused by air pollution noise emissions etc.). Many cities in Europe still have highly stressed neighbourhoods and traffic corridors, which also have a high concentration of population groups with a low rate of motorization or who are badly served by public transport. In such areas, the two categories of problem overlap: mobility (especially motorized transport) becomes a risk, contributing to the deterioration of living conditions; and the lack of mobility facilities prevents people from participating in society, limits access to education, the labour market etc. Poverty and deprivation structures are thus mutually reinforced, also from a socio spatial point of view.

Claim: Failure to address transportation inequality guarantees cycles of poverty

Warrants:1. Social inequity is evident in terms of social deprivation that may occur both caused by lack of access to mobility and as a consequence of mobility-related degradation of living conditions.

2. The lack of mobility facilities prevents people from access to education, the labor market, etc.

And change in federal funding is the crucial issue

Robert D. Bullard, Glenn S. Johnson, and Angel O. Torres, Ph.D. in Sociology at Iowa State Univ.; Associate Prof. at Clark Atlanta Univ.; Geographic Information Systems Training Specialist, 2004 ("Highway Robbery Transportation Racism And New Routes to Equity", Page 3-5)

Many Americans have cars and the majority of American workers opt for private automobiles, which provide speed and convenience. Most drivers forego carpooling, with three-fourths of all commuting cars carrying only one person. Generally, people who commute using public transit spend twice as much time traveling as those who travel by car. Consider that the average commute takes about 20 minutes by car, 38 minutes by bus, and 45 minutes by train. For millions of inner-city residents, public transportation is the only means of getting around. For them, there is no question that energy-efficient public transportation is needed for easy access to child-care services shopping, job centers, and health care services. Routes of Transportation Apartheid The disparity of fruits borne by various transportation development projects is a grim story of a stolen harvest with disproportionate burdens and costs paid for in diminished health and life opportunities by poor people and people of color. Many federally subsidized transportation construction and infrastructure projects cut wide paths through low-income and people of color neighborhoods. They physically isolate residents from their institutions and businesses, disrupt once-stable communities, displace thriving businesses, contribute to urban sprawl, subsidize infrastructure decline, create traffic gridlock, and subject residents to elevated risks from accidents, spills, and explosions from vehicles carrying hazardous chemicals and other dangerous materials. Adding insult to injury, cutbacks in mass transit subsidies have the potential to further isolate the poor in inner-city neighborhoods from areas experiencing job growth compromising what little they already have.

Claim: Change in federal funding is the crucial issue

Warrants:1. Many federally subsidized transportation infrastructure projects cut wide paths through low-income and people of color neighborhoods. They physically isolate residents from their institutions.

2. Cutbacks in mass transit subsidies have the potential to further isolate the poor in inner-city neighborhoods from areas experiencing job growth.

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Find the Evidence! - Mass Transit AffYour Name _________________________________ Class Period ______ Date _________

Directions: First, read the tagline and find the card it comes from. Then, find a piece of evidence (warrant) in that card that supports the tagline. The first one is done for you. Tagline Identify the Card it Comes From Warrant (Supporting Statement/Evidence)Current transportation infrastructure policy spends billions on highways …

Pg. 4 – Rotker, 2007 Conversations about “infrastructure” routinely focus on building, maintaining, and expanding highways, treating public transit as an afterthought at best.

Current lack of public transportation creates communities segregated along racial lines.

Failure to address transportation inequality guarantees cycles of poverty

Increasing investment in mass transit is crucial to decrease social inequality and create movements for change.

Change in federal funding is the crucial issue.


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Find the Evidence! - Mass Transit Aff – ANSWER KEY

Tagline Identify the Card it Comes From Warrant (Supporting Statement/Evidence)

Current transportation infrastructure policy spends billions on highways …

Pg. 4 – Rotker, 2007 Conversations about “infrastructure” routinely focus on building, maintaining, and expanding highways, treating public transit as an afterthought at best.

Current lack of public transportation creates communities segregated along racial lines.

Pg. 5 – Bullards, Johnson, and Torres, 2004

It is not by chance that millions of Americans have been socially isolated to economically depressed central cities and that transportation apartheid has been created.

Failure to address transportation inequality guarantees cycles of poverty

Pg. 6 – Ohnmacht et al, 2009 The lack of mobility facilities prevents people from access to education, the labour market, etc. Poverty and deprivation structures are thus mutually reinforced.

Increasing investment in mass transit is crucial to decrease social inequality and create movements for change.

Pg. 7 – Mann et al, 2006 Transportation affects public health, access to jobs, childcare, housing, medical care, education, and more.

Change in federal funding is the crucial issue.

Pg. 7 – Bullards, Johnson, and Torres, 2004

Cutbacks in mass transit subsidies have the potential to further isolate the poor in inner-city neighborhoods from areas experiencing job growth.

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Week 1 Review QuizYour Name _________________________________ Class Period ______ Date _________

I. Vocabulary Match.Please match the definition or explanation of the term on the right that best fits the answer on the right. Every answer will be used exactly once. (2 points each)

____ 1. Social inequality.

____ 2. Cycle of poverty.

____ 3. Gentrification.

____ 4. Moral obligation.

____ 5. Car culture.

____ 6. Segregation.

____ 7. Urban Sprawl.

____ 8. Emissions.

____ 9. Mass transit.

____ 10. Communities of color.

A. America’s love of cars that is seen in music, movies, etc. B. Hispanic, black, Asian or other non-white group of people living together or connected in some way. C. This theory says that poor families do not have the necessary resources to escape poverty and stay in poverty for many generations. So if a grandparent is poor, their grand-child is likely to also live in poverty.D. Something emitted, such as the pollution from a car. E. The process by which higher income households displace lower income residents of a neighborhood, changing the character of that neighborhood.F. Transportation infrastructure that can move many people at once such as buses or subways/light rail.G. Something you have to do because it is the right thing to do. H. The separation between people of different races. In this case, in terms, of where people live and work.I. Differences between groups of people who do not have the same social status. In the US, this can mean differences in access to education, health care, housing, etc. J. The development of large suburbs outside of major cities.

II. Mass Transit Plan TextFill in the missing words on the two blanks. (1 point each)

The United States federal government should substantially increase its investment in *_______________

mass *_____________________ transportation infrastructure.

III. Please fill in the speech names below. Abbreviations are preferred! (1 point each)

*_____ *_____ *_____ *_____ *_____ *_____ *_____

*_____

8 minutes 8 minutes 8 minutes 8 minutes 5 minutes 5 minutes 5 minutes 5 minutesFollowed by:3 minute CX2N asks 1A

Followed by:3 minute CX1A asks 1N

Followed by:3 minute CX1N asks 2A

Followed by:3 minute CX2A asks 2N

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