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> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> High School
> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> High School
Courses:: 128.60. Debate I, II, III (One to Three Credits).
Knowledge/Skills:
(1) Role in Society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Analysis of issues. The student analyzes controversial issues. The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The following expectations apply to the second language learner at his/her level of proficiency in English.
(5) Logic. The student applies critical thinking, logic, and reasoning in debate. The following expectations apply to the second language learner at his/her level of proficiency in English.
(6) Proof. The student utilizes research and proof in debate. The following expectations apply to the second language learner at his/her level of proficiency in English.
(7) Case construction. The student identifies and applies the basic concepts of debate case construction. The following expectations apply to the second language learner at his/her level of proficiency in English.
(8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The following expectations apply to the second language learner at his/her level of proficiency in English.
(9) Delivery. The student uses effective communication skills in debating. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Evaluation. The student evaluates and critiques debates. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Analysis of issues. The student analyzes controversial issues. The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Propositions of value. The student develops and demonstrates skills for debating propositions of value. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The following expectations apply to the second language learner at his/her level of proficiency in English.
(5) Logic. The student applies critical thinking, logic, and reasoning in debate. The following expectations apply to the second language learner at his/her level of proficiency in English.
(6) Proof. The student utilizes research and proof in debate. The following expectations apply to the second language learner at his/her level of proficiency in English.
(7) Case construction. The student identifies and applies the basic concepts of debate case construction. The following expectations apply to the second language learner at his/her level of proficiency in English.
(8) Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The following expectations apply to the second language learner at his/her level of proficiency in English.
(9) Delivery. The student uses effective communication skills in debating. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Evaluation. The student evaluates and critiques debates. The following expectations apply to the second language learner at his/her level of proficiency in English.