Every high school in the country should offer speech and debate. The skills that are taught are so valuable that all students should have the opportunity to acquire them.”
2023 NSDA HIGH SCHOOL COACH OF THE YEAR
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We invite students to join us for the 31st Annual UT National Institute in Forensics. The UTNIF continues to be one of the largest and most accomplished summer forensic programs in the country. Just a few reasons why our students keep coming back year after year: incomparable education, superior resources, unmatched faculty, reasonable rates, tremendous alumni, and the background of the University of Texas at Austin. For information and details, see our websites: www.utspeech.net
www.utdebatecamp.com
Success in any academic activity is a product of excellent and immensely talented students, incredibly hard working coaches, supportive parents and schools, and an investment in time that may include summer opportunities. It is that understanding that makes UTNIF one of the largest comprehensive institutes in the country year after year, and why we have assembled some of the brightest forensic minds in the nation for our program. It is also that educational philosophy that has enabled alumni of our summer programs to succeed at every level, from high school and well into collegiate forensic competition. UTNIF is the place to get your head start on the season.
Anticipated Dates for 2024:
Speech & Congress: June 24-July 7
Speech & Congress
Extended Session: June 24-July 10
LD & PF: June 24-July 8
CX Debate: June 24-July 11
Final scheduling is subject to completion of contracts for dormitory and university approvals. Please check our website for confirmation and enrollment details.
See our websites for contact information.
Speech & Congress: Prof. Eva Margarita Debate: Prof. Brendon Bankney
Speech and debate changes lives. From building confidence, improving communication, and increasing critical thinking skills to better preparing students for college, speech and debate activities provide life skills vital to a young person’s success in the future.
Maryrose Kohan, the 2023 NSDA High School Coach of the Year, is just one of the many dedicated individuals leading this important work, day in and day out, as the head coach at George Washington High School in Colorado. Inside, we chat with Maryrose about her journey from competitor to coach and share some of her advice for newer coaches.
Also inside, we catch up with Dontae Hill, a 2009 graduate from the Milwaukee School of Languages in Wisconsin, a former speech and debate competitor turned coach, now podcaster. We speak with members of the Local Host Steering Committee as teams from across the globe make plans to attend the National Tournament in the Greater Des Moines area this summer. We invite Dr. Mike Edmonds and Jennifer Jerome to share their favorite memories from their years of service on the NSDA Board of Directors. And we hear from Mateo Portelli, a 2020 alum of Bishop Gorman High School in Nevada, who now helps coach the team at his alma mater.
The common thread among each of these stories is the immense desire to give back to an activity that has helped them so much. As our organization prepares to turn 100 in June 2025, we reaffirm our own commitment to the next 100 years of speech and debate. There are many ways for you to get involved! By sharing your story and spreading awareness about the transformative power of speech and debate within your own networks and communities, you can help ensure this activity finds a place in every school—creating opportunity and access for more students. I invite you to learn more at www.speechanddebate.org/centennial
Sincerely,
J. Scott Wunn Executive Director
ELECTED MEMBERS
Pam Cady Wycoff President Minnesota
Dr. Tommie Lindsey, Jr. Vice President California
Byron R. Arthur Louisiana
David Huston Texas
Adam J. Jacobi Wisconsin
Jennifer M. Jerome Nebraska
Renee C. Motter Colorado
James W. Rye III Alabama APPOINTED MEMBERS
Dr. Alan H. Coverstone District of Columbia
“A CONSTITUTIONAL SPEECH CONTEST”
Over $203,000 in National American Legion Scholarships
SCAN TO LEARN
Member students and one chapter advisor per school are eligible to vote!
The PF Wording Committee creates a topic area with two resolutions for each topic cycle. All potential topics for the year are released in June. One week prior to the topic being released for that topic cycle, member students and one chapter adviser per active school will vote on which of the two topics they prefer. The topic that receives the most votes will be the topic for that cycle. The goal of this process is to increase transparency about topic selection and introduce new possibilities for coaches who teach debate in the classroom.
June 24
List of Potential PF Topic Areas Announced for 2024-2025
July 25-31 Voting for the September/October PF Topic Occurs
August 1 September/October PF Topic Announced
October 1 November/December PF Topic Announced
December 1 January PF Topic Announced
January 1 February PF Topic Announced
February 1 March PF Topic Announced
March 1 April PF Topic Announced
May 1 National Tournament PF Topic Announced
The LD Wording Committee assigns a set of three topics to each bi-monthly topic cycle. All potential topics for the year are released in June. One week prior to the topic being released for that topic cycle, member students and one chapter adviser per active school will vote on which of the three topics they prefer. The topic that receives the most votes will be the topic for that cycle. The goal of this process is to increase transparency about topic selection and introduce new possibilities for coaches who teach debate in the classroom.
June 24
List of Potential LD Topic Areas Announced for 2024-2025
July 25-31 Voting for the September/October LD Topic Occurs
August 1 September/October LD Topic Announced
October 1 November/December LD Topic Announced
December 1 January/February LD Topic Announced
February 1 March/April LD Topic Announced
May 1 National Tournament LD Topic Announced
The National Federation of State High School Associations (NFHS) handles selection of the annual topic. Each state organization, the National Speech & Debate Association (NSDA), the National Catholic Forensic League (NCFL), and the National Debate Coaches Association (NDCA) all have voting privileges.
• Topic synopsis released at www.speechanddebate.org/topics in September
• Preliminary voting on five topics occurs online in September and October
• Final voting on two topics occurs online in November and December
• Topic for 2025-2026 released by the NFHS in January 2025
ate organization, the ate organization, the
Topics and topic areas to be used during the 2024 National Tournament (including high school, middle school, and supplemental events) are published online by May 1 at www.speechanddebate.org/ national-tournament-topics .
Encourage students, parents, alumni, and other supporters to watch National Tournament final rounds this June 20-21 at live.speechanddebate.org .
We invite you and your students to send us your debate topic ideas for Lincoln-Douglas and Public Forum as well as potential motions for World Schools Debate! Visit our website:
www.speechanddebate.org/topic-creation-hub
The NSDA conducts an intentional and ongoing evaluation of the topics we encourage students to explore. Download a copy of the Topic Rubric Questions at www.speechanddebate.org/equity-topic-rubric.
Editor’s Note: This article is Part Two of Pam’s parting words as Board president. You can read Part One of her article in the 2024 February/ March issue of Rostrum.
BUILDING BLOCK 3
Run toward the competition, not away from it.
I believe that every round of competition is an incredible opportunity for students to test their skills as well as learn from others, and slowly but surely build selfconfidence. With that said, I’m also a fan of novice speakers and debaters initially competing in their own division alongside other beginners. However, after awhile, they need to move from their novice comfort zone and “run toward competition” to the varsity division.
Participating in challenging situations not only demystifies them, it helps students learn not to fear but rather embrace tough competition or difficult tournaments. Everyone attending deserves to be there because they have either been invited or earned their way into the competition. So, welcome the opportunity, try to do your best, and treat it as the learning experience it is meant to be. What went well? What could be improved? How might you handle things differently next time? What did you admire about
your fellow competitors? Encouraging students to welcome challenges will prepare them for the myriad of challenges they will face during their competitive journey, but, most importantly, for the real final rounds of life.
BUILDING BLOCK
Win with grace. Lose with dignity.
This final building block is essential in speech and debate—and in life! Most of our competitions, but not all, are ranked. At the conclusion, there is often an awards ceremony to celebrate the accomplishments of the day. A student may be surprised, elated, disappointed, or frustrated by the results—the possibilities are endless. Showing a genuine sense of elation is appropriate, but being over the top or throwing that success in the faces of your fellow competitors is not. So, be happy, but also be humble. Show respect and restraint. Or, on the other hand, if you “lose”— or don’t finish where you thought you should—being rude or showing your disappointment will be noticed and remembered. More than how you did, others will remember how you acted and how you treated them.
One of my students, Erin Raab, epitomizes the essence of this building block. Her senior year did not go as planned and she did not
May these programmatic building blocks fortify the legacy of your programs.
advance to the state tournament. I have a vivid memory of her dressing up in the outfit she wore in competition and showing up to the state tournament. She was there to watch rounds and support her teammates and fellow competitors. She attended each round as an observer, was gracious, and celebrated with them during awards. Two weeks later, she attended our district qualifiers, advanced to Nationals, and with the same material advanced to the final round of Dramatic Interpretation! Today, she is the co-founder of an organization dedicated to promoting innovative educational practices. She, like so many alumni in our speech and debate community, is an example of the power and potential of speech and debate!
So, just as Frank Lloyd Wright left a legacy in architecture, we can now create our own speech and debate legacy—building leaders, one block at a time. Since this is my final article, I will not end with “to be continued.” However, I know the lessons learned through speech and debate will live on. That dialogue is now yours to continue.
Pam Cady Wycoff NSDA Board President
If you would like to connect with the Board of Directors, please email board@speechanddebate.org .
DARTMOUTH DEBATE COACH KEN STRANGE TAUGHT ME TO THINK WITH INTELLECTUAL RIGOR. WITH IT, I FOUND EDUCATIONAL AND PROFESSIONAL SUCCESS; RECOGNIZED THE NEED TO TRANSITION TO PRESENT AUTHENTICALLY; AND DISCOVERED HAPPINESS AND PRIDE.
www.speechanddebate.org
GRACE MEAD
Caddo Magnet High School, LA - Class of 1994
Author and Litigation Shareholder, Stearns Weaver Miller
WE ARE SPEECH & DEBATE
Middle school speech and debate builds confidence and a sense of belonging at a critical age. We’re seeking to celebrate the coaches and administrators who make it possible through their leadership, advocacy, and encouragement. Sound like someone you know? Recognize their work by completing a short nomination by May 1, 2024!
• Middle School Coach of the Year Award » www.speechanddebate.org/coach-recognition
• Middle School Administrator of the Year Award » www.speechanddebate.org/school-recognition
The highest honor for any high school speech and debate coach is election to the NSDA Hall of Fame. Current Hall of Fame members and active coaches with three or more diamonds may vote to select this year’s inductees. Log in to www.speechanddebate.org/account and select “NSDA Voting” from the left side menu to access the online ballot. Voting ends Monday, April 22, 2024.
If you’re running your team on your own and in need of support, our NSDA Learn course Requesting, Hiring, and Mentoring Assistant Coaches can help you make the pitch for an assistant coach! Explore how to use the length of your season, the size of your program, parity with other activities, and your achievements to craft your ask. Enroll today for free or bookmark the course at www.speechanddebate.org/learn/courses/assistantcoaches to revisit it ahead of the next budgeting season!
Commemorate Asian American and Pacific Islander Month during the month of May and Pride Month in June with our literature collections and special poster series featuring speech and debate coaches and alumni! Find these resources and more at www.speechanddebate.org/ celebrating-diversity
Minutes from the latest Board of Directors’ meetings are available online at www.speechanddebate.org/ minutes-archive
Each year, we select top debaters in the country to represent the United States in international competition. Applications for the 2024-2025 USA Debate team will open May 1, 2024. Invite interested students to get started or learn more about the stages of the application process at www.speechanddebate.org/usa-debate
Q uestions? We’re here to help! Email info@speechanddebate.org or call (920) 748-6206
Becoming a charter school is the highest honor for high schools in the NSDA. Read on for an explanation of what charter status is, as well as tips for earning or retaining your charter.
A charter is both a school award and a status. A school is chartered after enrolling at least 50 degrees within a three-year period of membership. Small schools with 9th-12th grade enrollment of fewer than 500 students can earn their charter with 25 degrees within a threeyear period. If a charter school does not meet the minimum three-year strength requirements, it can apply for a one-year extension, or it reverts to member status and begins working to re-earn its charter!
Why does charter status matter?
Charter status is a point of pride for many schools that represents years of work by coaches
How can schools increase their chance of earning or retaining charter status?
and students who contributed to the school’s status through their participation.
When you earn (or renew) your charter status, you and your administrator receive an email of congratulations celebrating your program, as well as a press release and post on NSDA social media. This is a great way to receive recognition for your program! Charter schools are also eligible for special recognition through the Leading Chapter Award, which annually celebrates the top charter school in accumulated members and degrees from each district. Plus, the number of charter schools a district has influences the number of students who can qualify to Nationals from the district.
Charters are based on degrees earned by your team, so check that you’re maximizing your points and members.
• Ensure you’ve entered/ approved points for all eligible competitions.
• Consider whether your students are participating in activities that are eligible for service points, which count toward new degrees. Students can earn up to 20 service points per day and a maximum of 200 points per year.
• Enter relevant points for intrasquad or intersquad competitions, which count toward new degrees. Students may earn up to 75 merit points for competitions
that do not have the required four schools participating.
• Check that you’ve added any current student or coach members who have at least 25 points (enough for the Degree of Merit) to your roster and purchased their membership.
• If there are financial barriers preventing your team from purchasing memberships, apply for granted memberships from the NSDA. Get started at speechanddebate.org/ membership-supportrequest
• Be sure to enter all points for the class of 2024 by the deadline on July 15, 2024, to get those degrees counted!
Annie Reisener serves as Director of Membership at the NSDA.A school’s total strength is equal to the TOP 3 active, paid coach degrees plus ALL the active, paid student degrees. Only members with an email address attached to their account can contribute to a school’s strength, so make sure your members provide an email address!
An email address can be entered by a student when they sign up for an account or it can be added by an advisor or a coach with permissions when creating an account from the student roster.
For an example of strength, please see the illustration below.
Degrees are the basis for most of our school recognition, including earning charter status and club awards. Strength also impacts the number of entries a school can take to the district tournament.
Remember, all active, paid students with an email address attached to their account contribute to total strength, as represented by the blue highlighting below.
Remember, the top 3 active, paid coaches with an email address attached to their account contribute to strength, as indicated by the blue highlighting below.
We know speech and debate empowers students to discover the impact of their voices and to use them to speak up for what they believe in. In this new unit, students use their speech and debate skills to improve the world around them as they work in teams over 5-7 weeks to identify an issue in their community and develop and enact a solution. The easy-to-follow lesson plans are backed up with ready-to-use resources and materials.
w ww.speechanddebate.org/ start-here-teaching-advocacy
START HERE: TEACHING ADVOCACY
TOPIC:
Brainstorming Problems to Solve
Essential Question + Objectives
Overarching EQ: How can you use your voice to make an impactful change in the world now?
Today’s EQ: What needs to change in YOUR world?
1. Students will be able to create Mind Maps that explore three problems in their sphere of influence that they would like to address.
2. Students will be able to evaluate with their Team which of the three problems they want to work toward solving.
• Three large (2’ x 3’) blank white pieces of paper per team (large pieces of bulletin board paper, sticky notes, butcher paper, thin poster board, or chart paper are ideal)
• Markers (at least four different colors per team)
• Student Handout: Mind Map Expectations and Rubric
• 3” x 3” sticky notes
Insight:
After the last lesson, students have heard how other teens saw problems and worked to solve those problems. This lesson allows students to work in teams to brainstorm problems in their areas of influence and feasible ways to solve those problems. This is the foundational activity for the remainder of the project, so it should not be rushed. The instructor should note that students are encouraged to think big —they shouldn’t allow the size of their dream to limit the scope of their brainstorm. If an idea seems like it is so big they won’t finish it by the end of the project, the instructor should allow that. There is much important learning that will occur for students in discovering, some for the first time, how to navigate a large, self-defined project within the context of a group.
OF NOTE: as students are creating their Mind Maps, there is not an expectation given to add what materials they may need. This is done on purpose. At this point, it can be discouraging for students to know they may need lots of materials to complete a project. A better project may be
school and/or community-based resources they could give to students as needed. For example, some administrators have money they are willing to use, particularly at the end of the year, for projects that benefit the school. Houses of worship are often willing to help with projects that align with their mission, either with time, money, or advertising/storing materials. County leaders are often thrilled to work with students on projects that align with county goals. Instructors and students should live by the idea that you won’t know until you ask—and you will never get anything if you don’t ask. The worst that can happen is that sources may say no.
OF NOTE: As students are creating their Mind Maps, there is not an expectation given to add what materials they may need. This is done on purpose. At this point, it can be discouraging for students to know they may need lots of materials to complete a project. A better project may be sidelined for a lesser project when that occurs. Since students are encouraged to think big, they need to be encouraged that the instructor can help them figure out ways to get materials if needed. The instructor will want to begin brainstorming for themselves the names and contact information of any school and/or community-based resources they could give to students as needed. For example, some administrators have money they are willing to use, particularly at the end of the year, for projects that benefit the school. Houses of worship are often willing to help with projects that align with their mission, either with time, money, or advertising/storing materials. County leaders are often thrilled to work with students on projects that align with county goals. Instructors and students should live by the idea that you won’t know until you ask—and you will never get anything if you don’t ask. The worst that can happen is that sources may say no.
Remind students that this project will take them another six to seven weeks; expect them to think really big and to nix any ideas that aren’t going to be big enough to fill that time. Donation drives, in general, are not big enough on their own to fit this project, but they could be part of an overall project. Guide students who aren’t thinking big enough to really think BIG!
Remind students that this project will take them another six to seven weeks; expect them to think really big and to nix any ideas that aren’t going to be big enough to fill that time. Donation drives, in general, are not big enough on their own to fit this project, but they could be part of an overall project. Guide students who aren’t thinking big enough to really think BIG!
NOTE: This lesson may take a class period and a half or two class periods to complete since students are creating three Mind Maps and will need time to discuss the ins and outs of each problem, and then decide on one to use for their project.
NOTE: This lesson may take a class period and a half or two class periods to complete since students are creating three Mind Maps and will need time to discuss the ins and outs of each problem, and then decide on one to use for their project.
If you have not previously taught students about delivery skills (movement, pace, enunciation, etc.) or appropriate language, plan to insert that instruction using Lessons 8 and 12 from Start Here: Teaching Public Address before moving on to Lesson 5.
If you have not previously taught students about delivery skills (movement, pace, enunciation, etc.) or appropriate language, plan to insert that instruction using Lessons 8 and 12 from Start Here: Teaching Public Address before moving on to Lesson 5.
1. Have students divide into teams of three to five (the instructor should determine what size they believe is best for their class). Tell students they will work in these teams for the remainder of this project. Their teams will work together to brainstorm problems they want to solve and then work to create a feasible solution to that problem.
2. Students should decide on a name for their team. They (and the instructor) will use this name throughout the remainder of the project to refer to their team. The instructor can decide if they want the name to be formal, or if they will allow students to call themselves anything school appropriate. Students should be told that they will give a presentation at the end of the project to community leaders, and they will use their team name in that presentation. They will want to be sure they are comfortable with community members knowing their name if the instructor allows for something less formal.
1. Hold a class discussion about the difference between prescribing solutions and consulting with impacted community members.
• Ask students what the first steps ought to be in understanding a problem. Some might say thinking, but hopefully someone will mention research.
• Explain to students the importance of understanding the background of a problem to be able to explain how we got to where we are and to learn from past mistakes.
• Ask students, if someone wanted to know how to better educate students in this class, who might they ask first? Some will say the instructor or the students. The people whose lived experience is relevant to the issue at hand should be consulted in working out a solution.
2. Give students the Mind Map Expectations and Rubric . Read through it with students and answer any questions.
3. Give students the remainder of the period to begin thinking about their Mind Maps.
4. The instructor should roam the room, monitoring teams, troubleshooting and answering any questions.
• Be on the look-out for any disagreements among team members as they brainstorm: remind them that there are no answers that are not allowed during brainstorming, no matter how silly or “stupid.” There will be time to edit the Mind Maps before they are turned in.
• Watch as teams get to the point of ranking their Mind Maps. If team members disagree about how to rank their Maps, the instructor should suggest ways the individuals can come to a consensus: Can two of the Mind Map ideas be combined to create a new problem/solution? Could two solutions be combined? Is a game of rock/paper/scissors in order to make a decision (best two out of three wins)? Is a cooling-off period needed? Should students make the decision the next day?
• Remind any who believe the project is “too big” or “too hard” that finishing the project isn’t the goal: learning through the project is. This is a big paradigm shift for most students, and for those who have a strong need for completion, it will be a difficult hurdle. Some truly “big ideas” won’t be completed—and that needs to be completely okay.
• Remind all groups that the size of their group determines the size of their project: larger groups should have more complex projects so that everyone in the group has something to do without anyone sitting around doing nothing for too long (if at all). If the instructor believes a project is too small, but some group members are passionate
about it, the instructor should consider having the team split up so that a smaller group completes that project. Or encourage the team to have a project that is large enough to incorporate the smaller project as a piece of the larger overall project.
5. If students do not have time to complete the Mind Maps, consider giving them a bit of time in the next period to complete them. Some may complete the creation of the Mind Maps, but not have decided on which of the problems they want to address. Since this is the foundational step for the remainder of the project, the instructor will want to allow students time to discuss what they have come up with in their Mind Maps, particularly in the decision phase.
1. Have teams post their three Mind Maps on the wall.
2. Have the class do a Gallery Walk and place a sticky note on each Mind Map for the other teams, giving them a suggestion, idea, or helpful critique, especially the one the other teams have chosen as their #1 problem.
3. The instructor should keep these Mind Maps to hand back to students at the next class period.
World Schools Debate is a three-on-three format. While a team may consist of five members, only three students from each team participate in a given debate. Read on to learn more about introducing this increasingly popular event to middle school students!
My controversial speech and debate opinions are as follows: Reverse Voting Issues (RVIs) are legitimate in Policy Debate. Program Oral Interp is the most entertaining speech event. And, most importantly... World Schools is the best debate event.
While these opinions may be disputed, the accessibility, real-world skills, and teamwork provided by World Schools Debate has proven to make the event increasingly popular around the country. From coast to coast, there have been new Worlds tournaments offering countless students the opportunity to grow as competitors. As a result, how should one go about coaching
middle school students interested in this format, which, despite its growth, remains new to many?
First and foremost, coaches (be they adults or student peer coaches) should remember that whether they’re teaching high schoolers or middle schoolers in World Schools, Policy, or any other debate event, the basics of argumentation and persuasion are the same across formats. Simply put: good debate is good debate.
For example—even though you wouldn’t call an argument a “disadvantage”
or “contention” in Worlds, like you would in Policy and Lincoln-Douglas, respectively, you’re still going to run the same type of argument in a different form. You still need to have the pieces— uniqueness, link, impacts You still need to use claim, warrant, impact—a structure many middle school students are familiar with from the beginnings of their English courses. The only difference is the manner in which arguments are made. Thus, it’s important coaches don’t allow their lack of familiarity with World Schools jargon to get in the way of the practices they know work.
One of the most helpful strategies for teaching students World Schools is showing them high-quality examples. The World Schools Debate format is unique and relatively limited in its nationwide scope and reach— that’s why at NSDA Nationals, Worlds has mandatory inperson judge training. Thus, it’s even more important that students are given the opportunity to watch, analyze, and participate in rounds before their first tournaments. For middle schoolers, in particular, this provides them with the confidence they need to compete for the first time, especially when they may be going against students far older than them. On top of
that, students learn the best practices for World Schools when they watch strong, closely contested rounds.
Thankfully, there are plenty of videos of rounds available for teams to utilize. YouTube has hundreds of videos of debates between national teams. Try searching for the World Schools Debating Championships! Additionally, the NSDA offers videos of the past final rounds from Nationals, which is how I developed my personal skills.
Watching rounds isn’t the most engaging by itself but can be made more challenging. For example:
• Have students judge the round, deliberating over an official ballot and how to assign points in each category (style, strategy, and content).
• Watch (and flow) the first segment of a debate, then have students give the next speech of the round; afterward, compare and contrast their version of the speech with the one that occurred in the recorded round.
Points of Order (POIs) can be the most fun, stressful, and intense part of World Schools Debate. A POI is when a member of the opposing team requests to briefly interrupt the current speaker with a question or a statement. Teaching students
early on about these often underutilized POIs will make them into strong debaters over time.
To build confidence with POIs, have someone prepare a speech (or demo it first yourself), then invite the room to offer as many high-quality POIs as possible while it’s delivered—but there’s a catch. The speaker isn’t allowed to turn down any POIs—and, there’s no time constraints.
While this might not be a first-day activity, participants find themselves competing inadvertently with each other to ask a strong point, learning from how the speaker addresses the onslaught of POIs while simultaneously learning to listen for POIs and phrase them efficiently.
Don’t underestimate how many resources are available online. The NSDA releases sample Worlds impromptu and prepared motions monthy during the school year—which are excellent for practice debates or argument generation drills where you challenge students to outline both sides of a topic.
The NSDA also has free webinars available for coaches and students seeking out specific information about Worlds—many of which are sponsored and hosted by some of the best Worlds camps in the country.
There are a multitude of organizations that offer free resources for teams learning and preparing for World Schools. The World of Words Institute, which is run by former Team USA debate alum turned coach at Coppell High School, SunHee Simon, releases topic analysis for the motions used by the Texas Forensics Association as well as blog posts with opinions about World Schools Debate. Another student-led group, Equality in Forensics, which was a semifinalist for the NSDA’s 2023 Activating Equity Award, releases sample motions weekly and has multiple workshops available on their YouTube
channel with advice on specific subjects in Worlds.
Middle school students are the future of this activity. Teaching them World Schools Debate ensures the event goes on. With the current rise of World Schools Debate around the country, there’s no better time to get middle schoolers involved in the event, giving them the opportunity to be leaders in the format.
Taite Kirkpatrick (’25) is a Student Leadership Council member from Mount Vernon High School in Washington.
To access the judge accreditation system, visit www.speechanddebate.org/learn/judge-accreditation
The NSDA is rolling out a new judge accreditation system that offers free learning modules tailored to most speech and debate events! Judges at NSDA-run events will be required to take the judge training courses (National Tournament judges by May 15), and a new Tabroom.com feature is being created to make it
easy for any tournament to require that judges at their events have completed the training as well.
The system consists of three levels of training. Level One course modules are designed for judges who are completely new to speech and debate. These modules will offer the basics of judging
overall categories of events. The intent of these modules is to allow judges to complete one of these courses in a short window of time— e.g., from arriving at a tournament to judging round one. Level One modules include:
• Intro to Multicultural Competence
• Intro to Judging Debate
• Intro to Judging Speech
• Intro to Judging Congress
Level Two course modules build upon level one courses by taking a closer look at the rules and practices in each event. These modules will involve learning the rules of judging a specific speech or debate event, learning
or reviewing key terms related to that event, watching performance clips that illustrate common practices, and learning the criteria for judging students in each event. Level Two modules include:
• Intro to Big Questions Debate
• Intro to Congressional Debate
• Intro to Lincoln-Douglas Debate
• Intro to Policy Debate
• Intro to Public Forum Debate
• Intro to World Schools Debate
• Intro to Dramatic, Humorous, and Duo
Interpretation
• Intro to Extemporaneous Speaking
• Intro to Original Oratory and Informative Speaking
• Intro to Program Oral Interpretation
Level Three course modules will build upon Level Two courses with a more advanced look at the features and judging criteria of each speech and debate event.
Through this accreditation system all judges, regardless of NSDA membership status, will be able to personalize their learning path at their own pace. After completing each module, judges will earn a certificate of completion and a badge will appear on their public Tabroom.com
Level Two Accreditation
profile to indicate that they have successfully completed the course module.
Level One and Two course modules are now available. Our goal is to make Level Three course modules publicly available in 2024-2025. All course modules will be hosted on NSDA Learn and will include a training video, quiz, and supplemental learning materials.
We hope the speech and debate community will utilize and enjoy this judge accreditation system!
Shunta Jordan serves as Tournament Services Manager at the NSDA.
Judges attending the high school and middle school National Tournament this summer will be required to complete all Level One and Two courses for the event pools in which they are entered to judge by May 15, 2024.
For example, if a judge is signed up only in the Policy pool, that judge will need to complete Level One – Intro to Multicultural Competence, Level One – Intro to Judging Debate, and Level Two – Judging Policy Debate. If a judge is signed up in the speech pool, they will need to complete Level One – Intro to Multicultural Competence, Level One – Intro to Judging Speech, and every Level Two speech course.
Each course module is designed to be completed in 15 minutes or less, so the total time commitment most judges can expect would be approximately 3075 minutes.
Judges play an important role in supporting students’ educational and competitive endeavors. Thank you for taking the time to become a better judge for our students!
We dress up and choose a character to act as while we do Congressional Debate, like Taylor Swift or Mitch McConnell. Students are ranked based on their speeches and how well they act as the character. It’s fun for the end of the year because it ties together acting events and debate, and it interests students who might otherwise not like Congress.
— Nora Khalilian, Student
Here in Houston, coaches offer a two-week prep camp for World Schools that teams from the South Texas, East Texas, and Space City districts can attend. We did a variety of drills to hone our debate skills, from flowing to rebutting. We went over different types of substantives and analyzed both impromptu and prepared motions. We also did plenty of practice rounds to help us get to know the dynamics within our Worlds team.
Wrap up your season with fun classroom and practice ideas!
Overall, those two weeks were spent expanding on our prior knowledge to sharpen the abilities we already had, instead of trying to reteach what many of us already knew.
— Gabe Torres, Student Visit Elementary Schools
Members of our high school squad go to the elementary and middle school classrooms and teach them a little debate during their English classes. It’s really fun and helps us recruit when they grow up! This year, we’re launching an assembly for the speech kids—we’re going to make a whole program with our most funny, elementaryschool friendly speeches and go to the local elementary schools with it.
— Taite Kirkpatrick, Student Annie Reisener serves as Director of Membership at the NSDA.
Discovery Canyon, a K-12 campus, runs a modified version of NSDA Storytelling. High school students select their favorite childhood book and read it like they would to a class. At the end, students have the option to share their reason why they love that book, love reading, or a moral of the story. Then, our elementary students in class judge five to six Storytelling entries and give feedback that can be...very honest! Some of our favorites this year were, “You did a really good job reading the book, but my dad reads it better”; “I love how you
had a different voice for every character”; and “I really like that you picked a book with a girl that looks like me; sometimes I don’t have books like that.” When you have 24-26 “judges” per classroom, you get a lot of feedback.
— Jeremy Beckman, Coach$For our annual showcase, we invite families, administrators, and more. It gives us an opportunity to fundraise with our dessert auction and have everybody watch each other for the first time, since most of us are too busy to do so during the season. Plus, we have members run presentations for various groups that give us donations! We present to Rotary, Soroptimist, and last year, the school board.
— Taite Kirkpatrick, Student
During the online COVID-19 tournaments, one of the supplemental events was TikTok. It was fun, and the kids loved it. Each competitor entering TikTok had to submit one original,
one-minute video in each of the following categories:
• Commentary – The competitor will present an opinion or point of view on an issue, situation, or event.
• Educational – The competitor will educate through instruction or demonstration of anything of their choosing.
• Comedy – The competitor will present a comedy routine (think standup comedy or satire).
• Spoken Word – The competitor will present a single poem.
• Duet – The competitor will duet themselves in one of the options described. The video created must show both videos side by side. (We gave them five different duet situations; they had to choose one. Examples: your teacher just caught you plagiarizing, you have to explain to your
spouse why you just got fired, etc.).
— Meg HowellHaymaker, Coach Conduct Public DebatesTeam up with local orgs to host a public debate on an issue important to your community! We held a public debate in collaboration with our local chapter of the League of Women Voters. They decided the topic based on a policy brief, invited all their members, and we also had a panel answer questions on the topic after the debate.
— Taite Kirkpatrick, StudentCreate an Escape Room
Escape rooms promote active, student-centered learning, reveal team dynamics and hidden
strengths, and encourage teamwork. NSDA coaches
Dan and Becky Hansen converted a classroom to an escape room to help build skills and relationships.
ACCESS THE FULL PLAN
www.speechanddebate.org/ escape-room-strategies
On day one, students learn about comparing impacts and formulate their arguments. On day two, the tournament begins! Students deliver short (30-second to one-minute) speeches on their advantages or disadvantages, comparing their impact to their opponents’ impact. Students should address magnitude, probability, and timeframe. Impact turns are fair game! Either have the team vote on a winner or make a decision on your own.
ACCESS THE FULL PLAN
www.speechanddebate.org/ start-here-teaching-policy (Lesson 10 of Start Here: Teaching Policy Debate)
$ 49 99
I draft a situation that could happen but the odds are remote, such as “The President is trapped in an embassy that is under attack” or “A nuclear first-strike sub has gone missing.” I write an opening statement for the students that lays out the scenario. If I have time, I get other teachers or coaches to record “news broadcasts” that I show.
Sample Opening Statement:
“We are sorry to interrupt, but we have a ‘Lightning News
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“Thanks, Ann. I’m here at the scene of what appears to be a horrific accident. Less than 30 minutes ago, while traversing this mountain road in Idaho, three government heavyduty trucks carrying spent uranium fuel rods and their security detail were hit by a sudden rockslide. Injuries are minor, but according to federal authorities who just arrived at the accident site, only two of the trucks can be accounted for. This story is developing. We will keep you updated.”
Following the opening statement, I offer several prompts for the students.
As a Member of Congress:
1. What are you concerned with?
2. What is the core issue?
3. What do you not want to do in this scenario?
Students then start their work deciding the best course of action. They draft legislation on the fly to address what has happened. I provide short handouts or readings that concern the issues at hand. These could be briefs on the 25th Amendment, laws on actions taken under duress, or laws concerning treason and hijacking. These bills and resolutions are presented before the chamber. After each action, the group examines the real-world
implications of what they have just done. Based on their actions or inactions, I throw new curveballs into the mix. As new variables crop up, new legislation is needed in response.
My end goal is to introduce real world political and legal issues to students in a package that they find enjoyable. I love to do this right before breaks or at the end of the year—times when students have a ton of stored up energy. This directs this energy into a productive classroom game that reinforces the curriculum behind Congress as well as introduces history, government, current events, and other core subjects into my classroom or practice.
— Jesse Meyer, Coach
Tby Dr. James Weaver
he advent of artificial intelligence (AI) represents one of the most groundbreaking developments in the history of technology, intertwining with every facet of human activity, including the venerable arenas of speech and debate.
Initially, as AI began to weave its complex algorithms into the fabric of our daily lives, it sparked a blend of excitement and apprehension among the general public and professionals alike. In the context of speech and debate, there was speculation that AI might overshadow the quintessential human elements of eloquence, reasoning, and emotional persuasion, leading to a future where machines could dictate the direction and outcomes of debates, potentially stifling creativity and critical thinking.
Concerns also emerged about the potential for AI to amplify biases, undermine the authenticity
of argumentation, and reduce the rich, unpredictable dynamics of human interaction to mere data points and algorithms. These speculations highlighted a wide range of ethical and practical issues, prompting a thoughtful examination of how best to integrate AI into this deeply human activity without compromising its essence.
As the discourse around AI has matured, however, the perspective has shifted. AI is increasingly viewed not as a formidable adversary to human intellect or a cheating device but rather as a valuable tool that, when used judiciously, can enhance the educational and competitive aspects of speech and debate. This transformation in perception acknowledges AI’s potential to serve as an assistant that offers access to a vast repository of
“As educators, students, and enthusiasts engage with this technology, it’s crucial to navigate its applications thoughtfully, ensuring that AI acts as a complement to human intellect rather than a substitute.”
information, aids in the efficient organization of thoughts and arguments, and provides a platform for practice and feedback.
Far from replacing the nuanced interplay of logic and emotion that characterizes human debate, AI is now seen as a means to enrich participants’ understanding and execution of these elements. By automating the more laborious aspects of preparation and enabling personalized improvement, AI empowers students and educators to focus on the art of persuasion and the development of critical thinking skills including the fun activity of brainstorming. This evolving view of AI reflects a broader recognition of technology’s role as an augmentative force, capable of amplifying human potential rather than diminishing it.
As educators, students, and enthusiasts engage with this technology, it’s
crucial to navigate its applications thoughtfully, ensuring that AI acts as a complement to human intellect rather than a substitute.
One of the most significant advantages of AI in speech and debate is its role as an indefatigable practice partner. Through sophisticated language models and speech recognition technologies, AI platforms can simulate real-life interactions, providing students with immediate feedback on their delivery, argumentation, and rhetorical strategies. This on-demand access to practice opportunities is particularly beneficial in environments where human partners might not always be available, allowing debaters to hone their skills at their own pace and on their own schedule.
AI’s capability to process and analyze vast amounts of data can revolutionize the research phase of speech and debate preparation. Students can leverage AI to sift through extensive databases, scholarly articles, and other resources, identifying relevant information and insights more efficiently than ever before. Furthermore, AI tools can assist in the creation of outlines and argument structures, offering suggestions that students can refine and adapt. This not only saves valuable time but also introduces students to a diverse range of perspectives and evidence they might not have encountered otherwise.
It should be noted that AI is not perfect and will, at times, create its own sources. Students and coaches must ensure that all sources are real and properly cited. While the use of AI can significantly enhance the breadth of research and streamline the preparation process, it is crucial for students to approach AI-generated content with skepticism. The reliance on AI for data analysis and outline creation can sometimes lead to overconfidence in the materials provided,
potentially undermining the development of critical analysis and research skills. Educators should emphasize the importance of verifying AI-generated information and encourage students to engage deeply with the material. Balancing the efficiency of AI with the development of independent thought will prepare students not only for competitions but also for debate in the real world.
The integration of AI into speech and debate is not without its challenges. A primary concern is the inherent bias in AI systems. Since AI models are trained on existing datasets, they can inadvertently perpetuate biases present in their training material. It’s vital for users to critically evaluate the information and suggestions provided by AI, questioning underlying assumptions and biases. This awareness encourages debaters to approach their research and argumentation with a critical eye, ensuring that their positions are well-rounded and ethically sound.
Moreover, the convenience of AI tools
must not overshadow the importance of developing independent critical thinking skills. While AI can offer guidance and support, the essence of speech and debate lies in the thorough understanding of issues, the ability to engage empathetically with opposing viewpoints, and the creative synthesis of arguments. Educators and students alike must emphasize the irreplaceable value of human judgment and the critical analysis skills that speech and debate activities aim to cultivate.
The easy access to larger, more complex data sets, facilitated by AI, offers profound insights into patterns, trends, and correlations that were previously unattainable. This can enrich debaters’ understanding of their topics, providing a more comprehensive backdrop against which arguments can be developed.
However, the reliance on big data also necessitates a sophisticated level of digital literacy, including the ability to interpret data critically and recognize its limitations. As such, the speech and debate community must
foster these skills, ensuring that participants can navigate the complexities of a data-driven world effectively.
The integration of AI into speech and debate activities presents a landscape prevalent with both opportunities and challenges. As we move forward, it’s imperative to balance the benefits of technology with a steadfast commitment to the core values of speech and debate: critical thinking, ethical argumentation, and the deep and accurate understanding of complex issues. By doing so, we can harness the power of AI to enhance educational experiences while preserving the irreplaceable essence of human insight and creativity.
Dr. James Weaver is the Director of Performing Arts and Sports for the National Federation of State High School Associations (NFHS).
We’re thrilled to highlight individuals whose everyday actions embody the NSDA’s core value of equity and help make speech and debate a more inclusive and supportive activity. Through the actions, attitudes, and leadership shown, these stories are a gentle reminder that even in competition, our community is rich with kindness and care. The individuals in this piece were nominated by either their students, teammates, coaches, or members of the speech and debate community. Join us in celebrating these faces in the crowd! — compiled by Jessica Kincannon and Dr. Paul Porter
Nominated by multiple students and coaches
Marquisia is a champion of equity. Her dedication to promoting justice and fairness is evident in everything she does. She volunteers her time to help children from low-income families access the resources they need to succeed. She uses her platform to speak out on behalf of those who are marginalized and underrepresented. Her leadership in school has helped to create a more welcoming and inclusive environment for everyone, and she
inspires her students to succeed inside/outside the classroom. — Lamar Thomas
Nominated by Ané Nyoka Ebie-Mouton
Layla is an amazing leader and community contributor. She is not only an amazing artist, but also an exquisite mentor. As a member of the debate club, Layla is committed to lifting as she climbs. She designed our Fine Arts sweatshirt, and it has been a bestseller. Layla has also used her debate skills in court to advocate for herself and others regarding the health care opportunities for Type 1 diabetes.
Nominated by Brea Montgomery
Mr. Dodds should be considered because he makes sure everyone has a chance. He treats each one of his students the same and teaches us all valuable life lessons. He has personally made my and many others’ speech and debate careers enjoyable. He is truly like a father figure, and I believe his ultimate goal is to lift us up. He shows equity by using his students’ voices and amplifying them. If we want something changed in the school, he makes it his priority to help.
Know someone who should be featured?
FILL OUT A NOMINATION FORM TODAY!
www.speechanddebate.org/faces-in-the-crowd
Nominated by Andrew Dieterle
Mr. Kascak has had a huge impact on the speech and debate community for middle and high school. He has given countless opportunities to students and fellow coaches. As a competitor, watching Mr. Kascak coach taught me a lot about leadership, responsibility, empathy, and a different way of thinking. It is because of Mr. Kascak that our speech and debate team has its success.
Frontier Academy Charter, Colorado
Nominated by Josephine Bullock
She is not only my mom, but my role model. Without her determination, strength, kindness, and love, I would not have made it through my first month of speech and debate, let alone my second year. She is not only the best mom I could ask for, but a dedicated team parent—from waking up at ungodly hours to judge individual events to helping set up our school’s tournament, she not only supports me in speech and debate, but also my entire team.
Cheyenne East High School, Wyoming
Nominated by Marcus Viney
As a high school competitor, Allen learned the critical importance of feeling included and self-reports that this activity single-handedly helped him graduate. As a coach, he always supports the underdog
and looks to help those who need it most. Most recently, he headed our Equity Office at the Holiday Classic and gracefully navigated and resolved multiple concerns. With DEI as his primary focus, Allen is now working to build a middle school program.
S aint John Catholic School, Washington
Nominated by Sue Pierce
As a founding member of our speech team, Maria Elena works to build a community where everyone thrives. Words have power, and she uses hers to create a better future. Whether she’s serving at our local food kitchen, organizing a holiday toy drive, or reading to Pre-K students after school, Maria Elena works to improve the lives of others by actively promoting respect, equity, and inclusion. She celebrates the unique contributions of people from all walks of life and challenges her peers to do the same.
Over the years, our focus on diversity, equity, and inclusion has evolved to reflect our community’s breadth of identities and ideologies. This focus warrants new opportunities to support our coaches and teams by providing space for networking, mentorship, and relationship development, as well as ensuring productive, streamlined communication. This also includes the need for an effective reporting structure to document the concerns of our stakeholders and provide recommendations for the national office to consider.
In that vein, we are proud to introduce the NSDA Coaches’ Network. The Coaches’ Network brings together the seven existing coaches’ caucuses with newly-created interest groups designed to address unique barriers coaches face from the viewpoint of the schools and teams they serve. Three interest groups will be introduced in 2024:
• Small Schools Interest Group
• Rural Coaches Interest Group
• Non-Public Schools Interest Group
Each group will be led by two coaches, meet at least three times each year (including an in-person meeting at the National Tournament), and utilize multiple approaches to meet the needs of coaches. Meeting approaches may include (but are not limited to) open conversations with recommended action items, multicultural education, and professional development sessions. All 10 groups will host an individual meeting on Sunday, June 16 at the Iowa Events Center. Visit www.speechanddebate.org/coaches-network to learn more.
Jessican Kincannon serves as a Content Specialist at the NSDA. Dr. Paul Porter is the Director of Diversity, Equity, and Inclusion at the NSDA.
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We are excited to recognize and celebrate the positive impact of speech and debate activities on students, schools, and communities. From local celebrations to the National Speech & Debate Tournament, the educational value of speech and debate will be honored near and far from June 2024 to June 2025. In addition to special events and programs, thousands will share personal stories of how speech and debate changed their life on social media using the hashtag #SpeechAndDebate. We hope you will join in the festivities as we remember our past, support our present, and inspire our future.
The National Speech & Debate Association was created in 1925 to provide recognition and support for high school students participating in speech and debate activities. Learn more at www.speechanddebate.org/history.
Bruno E. Jacob, of Ripon College in Wisconsin, founds the National Forensic League (now National Speech & Debate Association) to motivate high school students to participate in speech and debate activities.
The first National Tournament is held at Ripon College, with 49 schools from 17 states in attendance.
The Bulletin, the precursor to Rostrum magazine, debuted in September 1926 as a four-page booklet. Today, our publication reaches thousands of NSDA members both in print and online. To access past issues, visit www.speechanddebate.org/rostrum-archive.
1936
1942
Caleb Thompson, a Black student from Peekskill High School in New York, wins Dramatic Declamation after successfully challenging a decision to segregate him from white competitors during National Tournament competition.
World War II forces the League to suspend the National Tournament, except for the Student Congress, commended in a letter by President Franklin D. Roosevelt.
1947
The National Tournament returns with 96 contestants from 22 states.
I attended a struggling, low performing high school. My goal was to become involved in speech and debate activities. My Policy Debate partner and I qualified to attend Nats in 1966, but we were denied the opportunity since we were just girls.
“I went on to compete in college and then coached as a second career at two different high schools. Truly my dream job!
“Women have come so far in the past years, but we all must be ever vigilant that we don’t lose ground. For every ‘win,’ we also experience ‘losses’— whether socially, emotionally, economically, or politically. We must stay vigilant.
Martha Anne Pierson
M.B. Smiley High School, TX | Class of 1966
President Dwight D. Eisenhower sends greetings to the Student Congress convening in Denver.
The National Forensic League reaches 300,000 members.
The National Forensic League celebrates its golden anniversary and moves into its own building after working on the Ripon College campus for 50 years.
The organization establishes the Hall of Fame, with Bruno E. Jacob becoming one of the first of 11 inductees.
Learn more at www.speechanddebate.org/ notable-alumni
National Tournament final rounds are video recorded for the first time.
The League expands membership to middle school students.
The Academic All American Award is established to honor students who excel in both academics and speech and debate.
The League celebrates one million members enrolled.
We look forward to celebrating the amazing impact and legacy of speech and debate education, participation, and competitive activities during our organization’s centennial milestone!
Some say that speech and debate has changed their lives, but it’s still changing mine day by day.
We are here to help!
Send your questions to info@speechanddebate.org
Hattiesburg High School, MS | Class of 2015
2004
Thirty-two students from eight countries compete in the first international competitions of Ted Turner Public Forum and Congressional Debate.
2007
The Code of Honor is established to emphasize the importance of respect, honor, leadership, service, and integrity.
2014
The National Forensic League changes its name to the National Speech & Debate Association.
2016
The first African American/Black and Hispanic/Latinx coaches’ caucuses are officially held.
Reminisce about your time in the activity—or share your vision for the next 100 years of speech and debate. Visit www.speechanddebate.org/ centennial-stories to get started.
The 2020 National Tournament is held entirely online in the midst of the COVID-19 virus global pandemic. The event is the largest national speech and debate tournament ever held with more than 6,000 participants.
The 2022 National Tournament returns to in-person competition.
On Friday, March 1, tens of thousands of young people, coaches, and alumni celebrated the activity of speech and debate during National Speech and Debate Education Day. To kick off this year’s celebration, for the ninth year in a row, National Speech and Debate Education Day was officially declared by the U.S. Senate. As we celebrated the day, we thought about the immense significance of your participation and support. You are making a difference—one debate, one speech, one student, one act of Congress at a time. Thank you!
A s our centennial approaches in 2025, we reaffirm our commitment to the next 100 years of speech and debate and ask you to help us reach 10,000 programs by 2125.
• April 19 – Deadline to register
• April 25-27 – Happening online
• May 15 – Deadline to register
• June 18-21 – Happening in-person
• May 15 – Deadline to register
• June 1 – Deadline to register alternates
• June 15 – Deadline for final scripts
• June 16-21 – Happening in-person
• May 15 – Deadline for coaches to pre-register students
• June 18 – Coaches must re-register students in supps to confirm their participation
• June 19-21 – Happening in-person
THE WILLIAM WOODS TATE, JR. MEMORIAL FUND “ROAD TO NATIONALS” TRAVEL GRANTS
• Mid-April – First round of grants announced
• May 2 – Application Closes
• Mid-May – Second round of grants announced
• May 15 – Deadline to pre-order shirts through Tabroom.com for pickup at the National Tournament
• May 24 – Deadline to order shirts online via the NSDA Store and receive in the mail pre-tournament
Our annual National Speech & Debate Tournament will be held June 16-21, 2024, in Greater Des Moines, Iowa. Tournament info is available on our website, including tentative schedules, logistics, hotel details, and more. As a reminder, staying in the hotel block saves your team 15% on main event and supplemental event entry fees! We also have day-by-day breakdowns for high school and middle school to get a feel for the flow of the event. Please visit www.speechanddebate.org/ nationals and use the tabs to navigate around. Read on for several highlights about events and qualification.
Students will be able to re-register in up to two total supplemental speech events (one per pattern) at the 2024 Nationals. In late May, all pre-registered supplemental entries will learn if they are competing in Group 1 or Group 2. Each group will compete until they have the top three entries in each speech event and top Extemp debater from their group. Those top entries in each event from each group will compete in the final round on Friday to determine the national champions.
Every member high school has the opportunity to enter up to two non-qualifying students in supplemental events at the 2024 National Tournament. To be eligible, students and their schools must be NSDA members. Participation at districts is not required.
Middle School Middle school registration will take place at the Iowa Events Center in Des Moines the evening of Tuesday, June 18, and competition will run Wednesday through Friday.
We are proud to pledge $100,000 to schools that need financial assistance in order to attend the high school National Tournament! With support from The Julia Burke Foundation and other donors, the Road to Nationals Fund will provide grants ranging from $100 to $1,000 for tournament expenses such as food, travel, and lodging. Find out more at www.speechanddebate.org/road-to-nationals
Chair
STEVEN SCHAPPAUGH
Theodore Roosevelt High School
JEREMY FITZPATRICK
Johnston High School
MARISSA KUIKEN
Waukee Northwest High School
TUNISIA MAY
Liberty High School
SPENCER WAUGH
Simpson College
We spoke with the chairs of both the Iowa East and Iowa West districts as well as other members of the Local Host Steering Committee as they prepare to help run the 2024 National Speech & Debate Tournament in the greater Des Moines area this summer.
— compiled by Amy Seidelman —
What excites you about coaches and students visiting Iowa?
STEVEN SCHAPPAUGH: My junior year, I had the privilege of qualifying to Nationals to compete in Oklahoma. As a student, I remember hearing stories about how that National Tournament was supposed to be in Iowa, and now it’s finally coming to my home state. I
am looking forward to folks experiencing our community, which I think will be more enjoyable than some are expecting. Personally, I’m super thrilled that a portion of the tournament will take place at Roosevelt High School, where I have the privilege of serving as principal.
JEREMY FITZPATRICK
(Chair of the West Iowa District): I am excited to
showcase what our community has to offer, to show them that, even though we might be a smaller host city, there is still a lot to see and do. I also want to help others know and understand the rich history Iowa has with the National Speech & Debate Association.
MARISSA KUIKEN:
Everything! Iowa is such a beautiful state with so many opportunities.
As a host city, I cannot wait for students to have an incredible experience competing and enjoying the area. I am so proud to host students at the school in which I coach, Waukee Northwest, and to show Iowa hospitality to everyone coming to our awesome state!
TUNISIA MAY: I’m excited to display the cultural diversity our state has. We are a wonderful and welcoming state for all people.
MAGGIE RIETZ
(Chair of the East Iowa District, West High School – Davenport):
As a native Iowan who moved to another state for four years before returning, I know that many people couldn’t even point out Iowa on the map, let alone know anything about it except that there was a lot of corn (or was it potatoes?). I’m excited for students and coaches to see that Iowa isn’t just a flyover state and that Des Moines really has a lot to offer. Hopefully once they visit, everyone can point out Iowa on the map (and know that it is corn).
SPENCER WAUGH:
Des Moines is a great city. It has been fun to see all the changes in the 30 years that I have lived here. I am proud that we have students staying on campus at Simpson College, and I hope that others can make it down to visit.
Next year is the organization’s 100th anniversary, which we’ll also celebrate in Des Moines.
If you had one hope for the next 100 years of the organization, what would it be?
STEVEN SCHAPPAUGH:
I hope that the NSDA grows its membership to new heights. My dream would be that every high school in the United States would have a chapter in the NSDA Honor Society. I believe competitive speech and debate is uniquely beneficial, and I want every student to have access to it.
JEREMY FITZPATRICK:
I would like the organization to continue to make speech and debate activities accessible for all. I would like to see a way to bridge gaps between the state organizations and the National Speech & Debate Association in order to create a more unified front for advocacy of speech and debate activities and the importance they play in the development of students.
MARISSA KUIKEN:
The NSDA has given me so many beautiful memories, happiness, and has rewarded me as a competitor and as a coach for 15 years of my life. I hope that in the next 100 years, the NSDA continues creating its immense history of lifelong impacts and elevated student voices.
TUNISIA MAY: My hope for the NSDA in the next 100 years is to continue to be inclusive and prestigious; keeping high standards while supporting all members.
MAGGIE RIETZ: Speech and debate has certainly evolved over the last 100 years, and I hope that we continue to adapt to the needs of a changing world. In a time where effective communication is even more important, I hope that the organization grows so that we see more school districts support speech and debate as an essential skill for all students.
SPENCER WAUGH:
Accessibility and inclusivity should be the focus.
Connecting students and educators to free resources for teaching and learning about the role of the United States in the world and international relations.
Email cfracademic@cfr.org to learn more about our online programming and resources, sign up for webinars, and subscribe to the newsletter.
The Council on Foreign Relations (CFR) is an independent, nonpartisan membership organization, think tank, publisher, and educational institution dedicated to being a resource for interested citizens in order to help them better understand U.S. foreign policy and international issues shaping the world today. Visit www.cfr.org/academic Contact cfracademic@cfr.org
Maryrose is a four-diamond coach and the 2023 NSDA High School Coach of the Year from George Washington High School in Colorado.
How did you first get into coaching speech and debate?
I was working at a high school as a social studies teacher, and somehow the speech and debate coach found out I had done Policy Debate in high school [at Cherry Creek High
School in Colorado] and asked me to help out. I am no longer working at that school, but I eventually took over the program and had my first taste of the joy and satisfaction that goes along with being a speech and debate coach—joy and satisfaction
that transcended the classroom experience.
Please tell us more about your team and what makes it unique.
We are super lucky to be able to offer speech and debate as a class. Our admin
is very supportive and helps us a great deal in terms of paying for tournaments and helping with some of the funding for an assistant coach. Our school is not necessarily successful in the athletic arena, and it has embraced and taken pride in our team’s accomplishments.
Would you share something awesome, surprising, or challenging about serving as a coach?
I love being able to build relationships with students that often last for the duration of their high school careers. This in turn cements bonds that continue long after they graduate. Sometimes the alumni even come back to help chaperone a travel tournament or to help coach. I find myself continuing to learn and gain new perspectives that make me better at my craft!
What general advice would you offer a
new coach in this activity? What do you wish you would have known starting out?
It is okay not to offer every event and not to know how to coach every event out of the gate. Your students will appreciate the expertise and knowledge that you bring to the table. You need to keep this manageable and fun so that you do not burn out and spread yourself too thin. Be patient and do not be afraid to relinquish some control to others who can assist you.
Have you had any mentors, role models, or experienced any pivotal life moments that served as a catalyst for your work?
When I first began coaching, I really looked up to Marti Benham—who coincidentally coaches at the same school I attended, Cherry Creek. She modeled what having a large, successful program could look like. She was super organized and her competitors were respectful and kind. I immediately
knew that I wanted to learn as much as possible from her. Along the way, we also became good friends who have supported each other through the good times and bad. Developing friendships in the community is extremely important. Additionally, having the opportunity to work with assistant coaches Devin Sarno and Miles Owens was a pivotal turning point. They really elevated the level of our team. Collectively, they have taught me so much about how to teach and coach certain skills and events and really
I have learned skills that will propel me through the rest of my life, including college and job interviews. I will never forget my days spent in the speech and debate room making friendships, learning, growing, and persevering. I have made incredible memories and friendships through my experience on this team, and they are all because of the efforts of Ms. Kohan.”
— Meg Parent (’23), George Washington High School, Colorado
The George Washington High School speech and debate team celebrates their success folllowing the Cal Berkeley Tournament in 2023. “They inspire me. They make me happy,” says Maryrose. “The joy that I get from working with young people and guiding them and listening to their ideas... They give me the energy to continue to give back to them.”
gave me the insight into realizing that it is okay not to know everything and to surround yourself with people who shine in areas where perhaps you do not. I also realized how important collaboration and delegation is to surviving in this crazy speech and debate world.
What is the highlight of your coaching career thus far?
Meeting families new to our school who mention that they picked George Washington High
School because of the speech and debate program. This has made me realize that speech and debate can be as influential as any other program or subject in driving the choices that are made about the high school experience.
What do you love most about this activity?
I love seeing students who were terrified to speak in front of others start to become comfortable and grow as speakers and debaters. The
ones who are the most reluctant often become the ones who make the most gains and who years later will surprise you by seeking you out to mention how much they appreciated getting to have the speech and debate experience. Many times, these are not the competitors who won the most trophies.
As we prepare to kick off our centennial celebration in 2024-2025, what is your hope or vision for the next 100
years of speech and debate?
Every high school in the country should offer speech and debate. The skills that are taught are so valuable that all students should have the opportunity to acquire them. I also hope that our space continues to serve as a platform for students to give voice to the issues that matter most to them. These voices and issues are what will propel us into a better tomorrow.
compiled by Vicki Joss, Publications Manager at the NSDA
(above) Several members of the George Washington speech and debate squad pose with their state championship trophy in 2023. Pictured left to right: Jenna Bryant (’23), Meg Parent (’23), assistant coach Devin Sarno, head coach Maryrose Kohan, and Sophia Gerrans (’23).
You have been connected to speech and debate since you were in the eighth grade as a competitor, coach, and now as an online content creator and podcaster. Do you have any advice for other alums that may want to pursue a career in coaching?
To my alums reading this: Thank you so much for coming back to this activity and being willing to share your knowledge with the next generation! My advice is inherently selfish. I want this activity to grow like no other, and I encourage you to not just look through job boards for
a coaching position; I encourage you to reach out to a school in your area that doesn’t have a team and have them start one with you! Schools can be slow to the punch. I’m willing to bet the school hires you on because they have been meaning to start a speech and debate team at their school for about a decade. [Editor’s note: Visit our website at www.speechanddebate.org/ how-to-pitch-a-program for more tips on how to advocate for a team at your school!]
A 2009 graduate from the Milwaukee School of Languages in Wisconsin, Dontae shares his insights and experiences as a former speech and debate competitor turned coach, now podcaster. In this interview, we dive into his journey, his advice for fellow alums, and the invaluable lessons he’s learned along the way.
as told to Amber Gracia
On that same note, are there any best learnings you are willing to share for alumni who may be interested in starting a podcast?
I’m not really technical; there are much better resources to search for starting your own podcast and learning all of the fancy things. However, if you want the easy way, go to Spotify for Podcasters. You can record in their app and upload and it even releases your podcast to all the big places that typically carry them. With regard to content, just speak on something that you genuinely are interested in. More speech and debate podcasts would be awesome, but you can still take
those skills you learned in the activity and apply it to anything you love!
Since the start of your podcast, you have had some impressive guests on with you including Kalen Allen, Ella Schnake, Ginger Gonzaga, and the list goes on. What has been your biggest takeaway observation from talking to them about their experience in this activity?
I think the biggest takeaway to me is that through all
EVERYONE should do speech and debate. Even if it’s just for one season, I think the benefits outweigh everything. In every opportunity when I interact with someone notable or whom I feel has accomplished some of the most amazing things, I notice the common denominator of speech and debate.” — Dontae Hill (’09)
of these guests, it has been a confirmation that EVERYONE should do speech and debate. Even if it’s just for one season, I think the benefits outweigh everything. In every opportunity when I interact with someone notable or whom I feel has accomplished some of the most amazing things,
I notice the common denominator of speech and debate.
What part of your speech and debate experience do you reflect on most?
The community. It’s so cool to me how many people are lifelong givers to this
activity. The coaches I remember from eighth grade are still coaching, and they remember me from that long ago as well. As I get older, it’s exciting to see the same thing where past students are now young Gen Z coaches. I love seeing this activity continue to grow.
Check out Dontae’s podcast on YouTube, Spotify, or wherever you listen to your favorite podcasts. Connect with Dontae on Instagram, TikTok, and YouTube—@TheForensicsGuy
DONTAE HILL is committed to fostering personal growth and empowerment in every individual he encounters. Whether it’s in the classroom or through his online presence, he strives to be a guiding light, helping students and professionals discover their true potential on the forensics stage! Learn more about Dontae at theforensicsguy.com
Alumni Ambassadors advocate and spread awareness about the transformative power of speech and debate. They are given the resources needed to share information with their networks and communities to help ensure this activity finds a place in every school—creating opportunity and access for more students.
Alumni Ambassadors are also ambassadors for our alumni community, helping engage with speech and debate alumni and inviting them to claim their free alumni membership.
Our Alumni Ambassadors serve many roles in their communities and have various titles that include college student, teacher, lawyer, founder, investor, developer, policy analyst, accountant, doctor, innovator, consultant, philanthropist, and nonprofit leader—to name just a few!
Inspire the Next Generation of Public Speakers
» Contribute to the legacy of speech and debate, ensuring that its benefits continue to influence future generations.
» Actively work toward making speech and debate more accessible and inclusive to a broader range of students.
» Build and nurture a vibrant and supportive community of alumni, participants, coaches, and supporters who all want to invest in speech and debate.
» Inspire action and enhance your networking skills while promoting speech and debate and the alumni community.
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» Commit to helping expand the alumni community and advocate for speech and debate as a platform for youth voices.
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RESOURCES
Mateo is a 2020 graduate of Bishop Gorman High School in Nevada, who now helps coach at his alma mater. We invited him to share more about his speech and debate journey.
Iwas born outside of the United States shortly after 9/11. I grew up in the Great Recession, became an adult in a global pandemic, and now I’m navigating adulthood in a volatile world. I didn’t get to choose where I was born or by whom I’d be raised.
or a competition floor for me; it was a training ground that prepared me for varied arenas. From mock trial to Model UN, the skills I honed in debate—critical thinking, articulate speaking, balanced argumentation, and even the proper way to shake someone’s hand—played a pivotal role.
Initially, my focus in speech and debate was singular: to win. However, this approach soon revealed a path to disappointment and a quick way to lose friends. Once I worried less about the trophies and medals and focused more intimately on having fun and pursuing truth and excellence, I didn’t just become a better debater; my love for debate as a proper sport deepened greatly.
Now, as a coach at my alma mater, my goal is to guide students to fall in love with excellence, not just accolades. I want them to focus on being their best selves, valuing sincerity, and enjoying the journey. Speech and debate is more than a competition; it’s a platform for finding community, personal growth, and lifelong learning.
Nevertheless, through speech and debate, I did discover the one thing I could always take ownership of: my voice.
Speech and debate wasn’t just a classroom
My involvement in speech and debate has opened doors I never imagined possible. At the age of 22, I am one of the youngest members in the history of the Nevada Commission on Judicial Selection, thanks to Governor Lombardo’s appointment. This position, coupled with my role as a U.S. Army soldier, underscores the profound influence of speech and debate in my life. As the first in my family to soon graduate from university, I aim to continue this trajectory, aspiring to be the first to earn a J.D. and later a Ph.D.
My speech and debate journey has been a transformative experience, shaping my worldview, forging my character, and guiding my career path. As I continue to navigate the complexities of adulthood, the lessons learned and friendships formed through the NSDA remain a guiding light, one I am always happy to brag about to anyone who asks me, “Wait, what is speech and debate about?”
Having a former competitor come back to help their team is always a welcome sight, but normally they do so as a student teacher or a faculty member.
Mateo has returned to his alma mater to support the team while still in undergrad at UNLV and an active member of the Nevada Army National Guard.”
— Julie Roos, Golden Desert (NV) district chair
YOU EXPERIENCED FIRSTHAND THE POWER OF SPEECH AND DEBATE , so stay connected (or reconnect!) with other speech and debate alumni by signing up for your free alumni membership.
We are the largest speech and debate community in the country, and we want you to be part of it!
Join now and inspire the next generation of public speakers! Sign up online at www.speechanddebate.org/ alumni
CONNECT WITH COMMUNITY | ATTEND WEBINARS | SHARE YOUR EXPERIENCE
BE PART OF THE CONVERSATION—JOIN US ON LINKEDIN!
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During the last few months, the USA Debate team has engaged in intense debates on the national and international circuit.
In mid-January, the team competed at the Harvard Westlake Debates. Team LHCG (consisting of Sophia Li, Cameron Hong, Claire Curran, and Valerie Gu) and Team LHZS (consisting of Alex Lee, Chelsea Hu, Advika Sadasivan, and Sherry Zhang) were named co-champions of the tournament. Furthermore, Team USA had seven of the top 10 individual speakers at the tournament.
At the end of January, Team USA took their training abroad to the beautiful country of Singapore. They participated in the annual International Debate Weekend, hosted jointly by Team Singapore and the Anglo Chinese Junior College, which involved eight friendly debates against other national teams, such as Cambodia and Taiwan,
and included constructive feedback from established WSDC judges.
Two weeks after the team’s return from Singapore, they competed at the Stanford Invitational Tournament. Team LHLSH (consisting of Alex Lee, Chelsea Hu, Sophia Li, Advika Sadasivan, and Cameron Hong) championed their tournament and had an impressive 6-0 run in the preliminary rounds. In addition, Lee received sixth individual speaker. Team ZKMCV (consisting of Sherry Zhang, Taite Kirkpatrick, Alexa Murphy, Claire Curran, and Eshan Velidandla) finished their run in octafinals. Curran was the first place individual speaker.
At the end of March, the team broke second at the 2024 Harvard College World Schools Invitational with an impressive 5-1 record. The team finished their run in quarterfinals against Team Canada. All five members of the USA Debate team placed among the top 10 speakers, including Cameron Hong, top speaker; Chelsea Hu, third speaker; Advika Sadasivan, fifth
speaker; Sherry Zhang, eighth speaker; and Alex Lee, ninth speaker.
This summer, Team USA will travel to Belgrade, Serbia, for the World Schools Debating Championships. They will compete with around 60 teams in hopes of similar success as last year. They will be in Belgrade for 10 days, from July 14-26, with eight preliminary rounds and five elimination rounds to compete for the title.
Throughout the summer, they plan to train at the Harvard Debate Council Summer Workshops, writing cases, doing practice rounds, and preparing for the biggest tournament of the year. They will be in Cambridge for around two weeks, after which they will fly to Serbia. They look forward to a summer full of debating and seeing international friends.
Applications for the 2024-2025 USA Debate team open May 1, 2024. Encourage interested students to get started or learn more about the stages of the application process at www.speechanddebate.org/usa-debate.
Sophia Li (’24) and Sherry Zhang (’25) are members of the USA Debate team from Greenhill School in Texas.
Members of the USA Debate team attended the 2024 Harvard College World Schools Invititational in March. Pictured left to right: coach Aditya Dhar, Chelsea Hu (’24), Sherry Zhang (’25), Advika Sadasivan (’24), Cameron Hong (’24), Alex Lee (’24), and coach Christopher Vincent.
International Public Policy Forum (IPPF) will conclude as the final eight teams compete in oral debates in New York City – and you can watch the final debate LIVE on Facebook!
Sponsored by the Brewer Foundation and New York University, the IPPF is the first and only contest that gives high school students the opportunity to engage in written and oral debates on issues of public policy.
During the 2023-24 contest, more than 300 teams submitted qualifying round essays on the topic, “Resolved: Governments should provide a universal basic income.” The Top 64 teams advanced to a single-elimination, written debate tournament – in hopes of being named an “Elite Eight” team and earning an all-expenses-paid trip to the IPPF Finals The winning team will take home a $10,000 grand prize!
Join us at 3:30 pm EDT on Saturday, May 4, to cheer on this year’s competitors!
www.IPPFDebate.com
www.Facebook.com/IPPFDebate
I decided to include the NSDA in my estate plans because speech and debate is an activity that teaches everything from argumentation and speaking skills to humility and gracefully losing. This activity made me a different and better person, and I want to make sure that students well into the future are afforded the opportunities I was.”
Aarzu Maknojia
NSDA ALUM
The National Speech & Debate Association is grateful to acknowledge the following 1925 Society members for pledging a generous planned gift contribution.
Byron Arthur
Phyllis Flory Barton
Jane Boyd
James Copeland
Don and Ann Crabtree
Rob Dekoven
Dr. Mike Edmonds
A. C. Eley
Vickie and Joe Fellers
Bill and Charlotte Hicks
David and Judy Huston
Jennifer Jerome
Harold Keller
Kandi King
Cherian and Betsy Koshy
Dr. Tommie Lindsey, Jr.
Aarzu Maknojia
Pam and Ray McComas
H. B. Mitchell
Lanny and B. J. Naegelin
Albert Odom, Jr.
J. W. Patterson
Capt. Joseph L. and Jan Pizzo
David Price
Dr. Polly and Bruce Reikowski
Donus and Lovila Roberts
James Rye, III
Steve and Anna Schappaugh
David Seikel
Michael Shapiro
Sandra Silvers
Richard Sodikow
William Woods Tate, Jr.
Scott and Chan Waldrop
Nicole and Darrel Wanzer-Serrano
Cheryl Watkins
J. Scott and Megan Wunn
Joe and Pam Wycoff
David and Tatiana Yastremski
Leaving your legacy with the NSDA can be done in three easy steps:
1. Add a simple paragraph to your will stating the NSDA as a beneficiary. You can revise your gift at any time.
2. Notify Nicole Wanzer-Serrano that the NSDA has been added to your will. nicole@speechanddebate.org
3. Celebrate knowing that you will impact future generations by joining The 1925 Society!
Contact Nicole for more information: nicole@speechanddebate.org
We invited Dr. Mike Edmonds and Jennifer Jerome to share a few parting insights as they prepare to leave the Board of Directors this summer. Dr. Edmonds is the former acting Co-President and Senior Vice President at Colorado College and is now the Interim Head of School at The Colorado Springs School. He has served as an appointed Board member for the NSDA since 2019. Jennifer Jerome was first elected as an alternate to the Board of Directors in 2014 and became a member in the spring of 2015. She is a five-diamond coach from Millard West High School in Nebraska.
What is your favorite memory or anecdote from your time on the Board?
DR. MIKE EDMONDS:
In 2019, I was able to host the NSDA’s first equity summit at Colorado College. That was an awe-inspiring experience for me. It was amazing to see committed and caring coaches from all over the country come to campus and learn from each other, liberal arts experts, communication experts, and equity experts. We spent that time really wrestling
with what needed to be done to make sure that our organization and activity was welcoming and inclusive for all. At times it was tough, but it was an impactful experience for me to serve as host,and it was a transformative moment for the NSDA. That summit was the start of many great things.
JENNIFER JEROME:
That’s a tough one. There are so many! I guess my favorite would be my last fall meeting. I loved being able to have my [my partner] Bill join me so he could meet all of
the awesome people I talked about and heard via my Zoom calls for so many years. Another favorite is being able to have [former NSDA Board Member] Kandi King become “grandma” to my students in Salt Lake. Her guidance and friendship means so much to me. And... in 2022 and 2023, I was designated and really honored to be Pam Wycoff’s chauffeur. Those many hours in the car going to and from competition sites really grew our friendship, and I am forever grateful.
Honestly, I have a story like that for just about everyone with whom I’ve served on the Board. From Dave Huston helping me navigate things at my first Education Conference as a Board member, to Byron Arthur, Renee Motter, and Adam Jacobi celebrating my induction to the Hall of Fame, and so many in between—this has been an experience of a lifetime, and I am so lucky to have had the membership trust me to hear them and be their voice at the table.
What do you love most about speech and debate?
DR. MIKE EDMONDS:
There is much talk in our country about talk. This is not going away. If you are talking about talking, you have to talk about listening. At its core, effective communication should be used as a way to create understanding and direction, a way to address complex issues. Our students learn this early on in middle school and forward. Our coaches teach and stress this. I love the fact that speech and debate forces us to think. Thinking is a lifelong necessity.
JENNIFER JEROME: I love so much! Some of the things that draw me to the activity are seeing a novice “get it” for the first time and then when they final for the first time; the pure joy when an unexpected championship happens; and the connections!
Connections with
coaches from around the country and connections with students have truly filled my soul!
As we embark upon our centennial celebration in 20242025, what is your hope or vision for the next 100 years of speech and debate?
DR. MIKE EDMONDS: 2025 is quickly upon us, our organization will be 100. We are needed now more than ever. As an organization, we have to be unafraid and ready to accept this responsibility. The NSDA has to be relevant for the next 100 years.
JENNIFER JEROME:
In 2019, I got inspiration from the Millard West Theater Director to start a Unified Speech program. The first year was a hit; then the pandemic struck. We have now completed our second year. I want to see the NSDA include Unified Speech
somehow. I look forward to forging ahead and helping create a partnership with the NSDA and Special Olympics.
Is there anything else you would like to add?
DR. MIKE EDMONDS:
I’ve seen remarkable Dramatic and Duo interpretations from Master Harold and the Boys by Athol Fugard. There is a line in the play that summarizes the importance of the next 100 years for the NSDA and this activity: “Those are big collisions, Hally. They make for a lot of bruises. People get hurt in all that bumping, and we’re sick and tired of it now. It’s been going on for too long. Are we never going to get it right? ... Learn to dance life like champions instead of always being just a bunch of beginners at it?” Speech and debate helps us dance life like champions.
It has been a tremendous honor to serve a Board that has had Dr. Edmonds and Jennifer Jerome as part of its DNA. Each has brought a unique voice to the discussions and each has made a lasting impact on the work of the Board and the strategic direction of the organization.
In many ways, it is hard for me to grasp an NSDA Board without these two voices and those of Pam Wycoff and Dr. Lindsey. However, I also know they have left an invaluable legacy of thought leadership that will have ripple effects for generations of Boards to come. Their willingness to take on the tough issues and challenges of the past has made this organization a truly spectacular place to work and lead. I will forever be grateful for their heartfelt commitment to the NSDA mission, the organization’s staff, and the members of our speech and debate communities.
— J. Scott Wunn, NSDA Executive DirectorCongratulations to the students nominated for the Student Leadership Council! The SLC will provide feedback and recommendations throughout the year to ensure we are meeting students’ needs. Each district’s nominee and selected international students will submit videos this spring sharing why they want to be part of the SLC. From this group of nominees, a range of students will be selected to serve for the 2024-2025 school year. Students marked with a gold star were SLC members in 2023-2024.
Alani Avila Our Lady Of Lourdes Academy, FL
Michael Bahe Highland High School, ID
Makaylyn Barnard Bolivar High School, MO
Sadie Bonnette Ore City High School, TX
Carsten Bowen Big Sky High School, MT
Avari Brocker La Salle Catholic College Preparatory, OR
Natalie Cappelletti Fairview High School, CO
Anushka Chaba Olentangy Liberty High School, OH
Spencer Chaisanguanthum The Dalton School, NY
Brandon Chang University Laboratory School, HI
Taylor Clayton Horizon High School, FL
Mya Colella Cardinal Mooney High School, OH
Dajeun Dickerson Canton McKinley High School, OH
Hallie Dong Sewickley Academy, PA
Adele Fuzaylov Shrewsbury High School, MA
Suriya Gadh American Heritage Broward High School, FL
Creighton Getting Naperville Central High School, IL
Arthur Goreham Westfield High School, IN
Waleed Haider Hendrickson High School, TX
Maxwell Harrison Edmond Santa Fe High School, OK
Keegan Harwood Blue Springs High School, MO
Dariel Herrera Plymouth High School, IN
Luanna Huang D. D. Eisenhower High School, WA
Odessa Javier Maplewood Richmond Heights, MO
Jason Jiang La Salle College High School, PA
Alyson Johnson Willmar High School, MN
Aspyn Kaskalla Navajo Preparatory School, NM
Maryam Khan LAMP High School, AL
Sophie Kim BC Academy, Canada
Taite Kirkpatrick Mount Vernon High School, WA
Briana Lange Randolph High School, NJ
Christopher Lee Bishop Gorman High School, NV
Taylor Luna Mountain View High School, CA
Jessie Merriweather The Woodlands College Park High School, TX
Siya Mishra Granite Bay High School, CA
Lawand Muhsen Auburn Senior High School, WA
Suhas Nallam North Carolina School of Science and Mathematics, NC
Manvitha Narasimhan Bentonville High School, AR
Lanchi Nguyen Andover High School, KS
Ahalya Pandian Solon High School, OH
Nir Pechuk Davidson Academy Online, NV
Husam Ramadan Clovis North Educational Center, CA
Katelyn Roberts College Prep, CA
Shireen Sadeghi Sumner Academy, KS
Noah Shafer Penn High School, IN
Natalie Stopf Appomattox Regional Governor’s School, VA
Olivia Tan Westridge School, CA
Anish Thota Charlotte Latin School, NC
Isabella Valentine Air Academy High School, CO
Pegah Vasighi St. Andrew’s Episcopal School, MS
Anuraa Venkat East Ridge High School, MN
Salina Wang Manhattan High School, KS
Symphanie Williams Clear Creek High School, TX
Kaylee Wilmoth Cookeville High School, TN
Brianna Zhang Portage Central High School, MI
Rosalie Zubrod Cheyenne East High School, WY
INSPIRE STUDENTS WITH MEANINGFUL DEBATES THROUGH BIG QUESTIONS!
2023 FINALIST LILY WILLIAMS and
2023 CHAMPION ISOBEL MAKSOUDIAN
Big Questions is a debate format designed to open students’ minds and encourage them to engage in life discussion that may not align with their previously held beliefs. Whether or not students change their opinion, the rich experience of this debate event will advance their knowledge, comfort, and interest in learning more about the subject matter based on the intersection of science and philosophy.
Students greatly improved in their debate skills as the Big Questions tournament progressed. The students really had fun with it and got into the debate. It was nice for me as their teacher and coach to see improvement in their skills.
RESOURCES
f Big Questions
Final Rounds Archive
f Big Questions
Judge Training
f BIG QUESTIONS
LESSON PLAN –Constructing an Argument
f BIG QUESTIONS
LESSON PLAN –Refuting an Argument
GET STARTED AT:
speechanddebate.org/big-questions
In the fall of 1947, Carmendale Fernandes arrived in California’s Santa Clara Valley to teach at Fremont High School in Sunnyvale. In the late 1970s, the valley became better known as Silicon Valley; however, in the late 1940s, it was celebrated for sharing its prunes, cherries, and apricots with the rest of the world.
Carmendale instructed courses in literature, public speaking, and dramatics. She established the school’s inaugural chapters in both the International Thespian Club and the National Forensic League (now the National Speech & Debate Association). Her speech program found immediate success in Northern California, with the school triumphing in local tournaments and speech contests sponsored by local public service organizations.
Between 1951 and 1961, Carmendale’s students racked up 496 victories—a staggering total. By the 1960s, Fremont consistently qualified students to the National Tournament, with Girls’ Extemporaneous Speaking serving as Fremont’s hallmark event. The program produced individual standouts, but the program’s team success, particularly in California, reflected the program’s depth and Carmendale’s ability to attract exemplary thinkers and speakers. When Fremont rolled into a debate tournament, more likely than not, the largest trophy typically would come back to Sunnyvale.
As with most effective teachers, Carmendale’s students came away with lessons and life experiences that transcended a few trophies and $50 scholarships from the Lion’s Club. First and foremost, she inspired multiple generations of female students to engage in a school activity that valued their intellect and diligence. Those opportunities simply did not exist in the immediate post-World War II era. In addition, Carmendale emphasized how repetition and practice produced confident and effective speakers—a concept transferable to any stage of one’s life. Collaboration also played a key part of her program. Advanced students mentored the younger students, a practice that many successful organizations utilize to maintain a pipeline of skilled and knowledgeable members. Finally, Carmendale always made sure her students represented Fremont and her program with proper deportment and manners.
Although Carmendale has not taught since 1988, the values expressed in her speech program still resonate: diligence, curiosity, preparation, collaboration, and civility. Those concepts were applicable to the school she arrived at in 1947 and continue to endure as guiding principles for the students who stream through our campus today.
Andy Walczak,
Assistant Principal Fremont High School, California
Fall 2024 Scrimmage Dates will be announced in August!
free scrimmages presented by The Julia Burke Foundation LEARN
Your team is invited to join fellow speech and debate students from across the nation for a variety of FREE , after-school, synchronous and asynchronous online practice sessions through our Springboard Series.
• NON-MEMBERS WELCOME – NSDA membership is not required!
www.speechanddebate.org/springboard-series
