debate research sheet

Leaders That Listen Public Speaking Curriculum

Debate guide.

Debate is an engaging and rigorous way to explore issues that directly impact society -- it also trains your brain to listen carefully, which is important for leaders! When done well, debate can be used to develop empathy, perspective-taking, and productive conflict by teaching people how to navigate difference and interrogate ideas (as opposed to personal attacks). This toolkit is an introduction to debate protocols and argumentation skills, as well as how to judge debate, how to run a debate practice, and even how to start a debate team. Whether you are involved in formal debate, these resources can help you improve your spontaneous speaking and ability to persuade an audience!

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Resource 1: Debate: Listening Like a Leader

This essay discusses how debate can be used to develop empathy and promote listening.

Resource 2: Using Debate to Navigate Difference

This essay discusses why debate can be exclusionary and inaccessible, unless taught using inclusive methods to navigate difference.

Resource 3: Debate Team Stories: Memories from the Author

The author shares experiences helping a middle school student create a debate team to address issues of diversity and equity.

Resource 4: Getting Debate Started: For Educators and Facilitators

This one-pager contains 6 personal checkpoints for helping people improve their debate skills.

Resource 5: Getting Debate Started: For Speakers

This one-pager contains 6 personal checkpoints to help speakers prioritize key skills to develop in debate.

Resource 6: Getting Debate Started: For Listeners

This one-pager contains 6 personal checkpoints to help people provide better feedback to help debaters improve.

Resource 7: Designing Debates

Use this resource to create different debate formats utilizing six common protocol elements.

Resource 8: Structuring Arguments on the Spot

These tips guide how to analyze topics, outline arguments, diversify arguments, and generate sufficient offense and defense.

Resource 9: Tips for Anticipating and Responding to Arguments

Use this resource to respond to arguments in a debate in a clear, well-organized manner.

Resource 10: The Art of Synthesis and Summary

Use these tips to practice strong closing speeches that summarize key points in a passionate, compelling way.

Resource 11: Parliamentary Debate Format

This resource covers the basics of a spontaneous debate format modeled after British parliamentary procedure.

Resource 12: Moral Judgment Debate Format

This resource covers a classroom method for discussing and debating philosophical questions.

Resource 13: Debate Skill Drills and Warm-Ups

These 8 short activities can be used as drills and warm-ups to focus on specific skills used in debate.

Resource 14: Activity Examples: SPAR and Extemporaneous Panels

Practice argumentation skills through standards-based activities using these protocols for panels and mini-debates.

Resource 15: Class Project: Debate Scrimmages Assignment Sheet

This assignment sheet describes how to run a culminating debate “tournament” to assess debate skills.

Resource 16: Debate Rubric for Outside Judges

This instruction sheet and example ballot can be used for guest judges for a debate tournament.

Resource 17: Community Change Idea: Creating a Debate Team

This extensive checklist outlines what is required to start a debate team.

Resource 18: Project Sketcher

This planning tool and calendar help organize public speaking project goals and prioritize specific skills and milestones.

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Debate Worksheet Templates

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If you're assigning this to your students, copy the worksheet to your account and save. When creating an assignment, just select it as a template!

What is a Debate?

Debating is a valuable skill that can help students develop higher-level thinking and argumentation skills. By participating in debates, students can learn to organize their thoughts, research topics, and present their arguments in a clear and convincing manner. However, preparing for a debate can be challenging, especially for young learners. To help students prepare for debates, teachers can use a variety of resources such as graphic organizers, templates, and task cards.

What is a Debate Worksheet?

A debate worksheet is a planning document for a debate. Most debate preparations use evidence cards, flow sheets, and constructive speech templates but teachers have the option to create their own type of debate preparation worksheet.

Debate Graphic Organizers

One way to help students organize their thoughts and arguments is by using debate graphic organizers. These organizers can help students map out their arguments and counter-arguments, as well as identify evidence to support their claims. Some examples of debate graphic organizers include:

• T-Chart: These types of debate worksheet templates allow students to compare and contrast two opposing viewpoints, with one viewpoint on each side of the chart.
• Venn Diagram: This organizer helps students identify similarities and differences between two opposing viewpoints.
• Spider Map: This organizer allows students to brainstorm ideas and arguments related to a particular debate topic.

Debate Templates for Students

Another useful resource for preparing students for debates is debate templates. These templates provide students with a structured format for organizing their arguments and notes. Some examples of debate templates include:

• Debate Prep Worksheet: This template guides students through the process of researching and preparing for a debate.
• Debate Notes Template: This template provides students with a space to take notes on their research and arguments.
• Debate Preparation Worksheet: This template helps students organize their arguments and counter-arguments before the actual debate.
• Debate Planning Sheet: To help students prepare for the actual debate, teachers can provide them with a debate planning sheet. This sheet includes the debate format, rules, and guidelines, as well as the debate topics and argument assignments. Students can use this sheet to plan their arguments and prepare their speaking notes.

Using these templates in actual debate scenarios is very helpful. During the actual debate, students can use their notes and outlines to present their arguments and respond to their opponents' arguments. By participating in actual debates in the classroom, students can practice their debating skills, higher level thinking capabilities and improve their overall ability to articulate their opinions.

Why Are Debate Sheets Important and How Are They Best Used?

Debates are an important way to share ideas and to critically analyze information. Debates challenge speakers to carefully research both sides of a topic or question, and come up with solid evidence to support their chosen side, while at the same time anticipating problems and providing solutions. Students may find these skills will also help them in persuasive writing and research papers. Debates also encourage public speaking skills and careful listening skills.

There are many resources available online that teachers can use to help students prepare for debates. These resources include different types of debate worksheets, graphic organizers, templates, task cards, and planning sheets. By providing students with these resources, teachers can help students organize their thoughts, research topics, and present their arguments in a clear and convincing manner. Debating is a valuable skill that can help students develop higher-level thinking and argumentation skills, and these resources can help young learners develop these skills.

Planning: A Debate Outline Example

Knowing how to write an outline for a debate may not come naturally but by following these steps, you can create a strong debate outline example template that will help you to deliver a convincing argument. Remember to keep your arguments organized and supported by evidence, anticipate the opposing side's arguments, and use transition words to ensure a smooth flow of ideas.

• Choose a Debate Topic: The first step in making a debate outline is to choose a topic. Make sure the topic is debatable and has clear arguments on both sides.
• Research the Topic: Conduct thorough research on the topic to understand the different viewpoints and arguments. Gather evidence and data to support your position.
• Identify Key Arguments: Identify the key arguments for your side of the debate. These arguments should be supported by evidence and should be able to counter the opposing side's arguments.
• Organize the Arguments: Organize the arguments in a logical order. Start with the strongest argument, followed by the next strongest, and so on. Ensure that each argument flows smoothly into the next.
• Include Rebuttals: Anticipate the opposing side's arguments and include rebuttals for each of them. Address each point the opposing side is likely to make and refute them with strong evidence.
• Add Transitions: Use transition words and phrases to help your speech flow smoothly from one argument to the next. Examples of transition words include "furthermore," "in addition," and "however."
• Include an Introduction and Conclusion: Begin your outline with a strong introduction that captures the audience's attention and presents your stance. End with a powerful conclusion that restates your main arguments and leaves a lasting impression on the audience.
• Practice: Practice delivering your speech using the outline. Ensure that you stick to the time limit and that your arguments are clear and concise.

How to Make a Debate Worksheet

Choose one of the debate outline templates.

We have lots of templates to choose from. Take a look at our example for inspiration!

Click on "Copy Template"

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Give Your Worksheet a Name!

Be sure to call it something related to the topic so that you can easily find it in the future.

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From here you can print, download as a PDF, attach it to an assignment and use it digitally, and more!

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• Cornell Notes Template
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Frequently Asked Questions About Debate Worksheets

How can debate worksheets and storyboards be integrated into different subjects.

Debate preparation templates and storyboards can be integrated into many different subjects, such as English, social studies, and science. For example, in an English class, students can debate the literary merits of a particular novel or play. In a social studies class, students can debate different historical events or political issues. In a science class, students can debate the pros and cons of a particular scientific theory or practice. Debate topics can be pulled from any subject and explored within context.

How can teachers assess students' use of debate worksheets and storyboards?

Teachers can assess students' use of debate worksheets and storyboards by evaluating the quality of their arguments, their use of evidence to support their arguments, their ability to communicate their ideas effectively, and their ability to respond to opposing arguments. Additionally, teachers can provide feedback and constructive criticism to help students improve their debating skills over time.

How can debate worksheets and storyboards benefit students?

Debate worksheet templates and storyboards can benefit students in many ways. They help students organize their thoughts, develop logical arguments, and communicate their ideas effectively. They also encourage students to research and gather evidence to support their arguments, which helps them build their critical thinking skills. Finally, using such visual aids can help students feel more confident and prepared when presenting their arguments.

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How to research for debates.

The best debaters are very well informed about the world. They come to preparation time armed with an impressive array of facts, and a deep understanding of the issues. That's because they've read a lot, listened to a lot, watched a lot in the time before the debate; they've done a lot of research. But how can you make sure your research is accurate? How can you be sure that what you have read, listened to and watched is true? The two key things to remember when researching are: 1. Check your sources. 2. Multiply your sources.

1. Check your sources

Not everything written down, either in print or online, is true. Nor is everything that is said true. How can you check whether something is true or not? One way is to consider what kind of source it is. Ask these four questions:

• Who wrote it / said it?
• Why did they write it / say it?
• When was it produced?
• How was it produced?

Who wrote it / said it? The answer to this question will help you identify if the writer / speaker has expertise . People with expertise on a topic are more likely to have accurate information about it. If someone writing or speaking about the impact of climate change is a scientist who has spent years studying the subject, they are likely to have first-hand knowledge and therefore expertise; if they have never studied the science of climate change, their knowledge will be at best second hand. Why did they write it / say it? The answer to this question will help you identify the motivation of the writer / speaker. People have many motivations for writing and speaking. They may want to discover and present the truth, or they may want to advance their own or someone else's interests. An article demonstrating the harm to health of eating fried chicken from fast-food shops every day published by a medical journal is likely to be motivated by a search for the truth about the health impacts of junk food. An article published by a fast-food fried chicken company saying there are no health harms from eating fried chicken from fast-food shops every day is likely to be motivated by a wish to keep people buying fried chicken. When was it produced? When something was written or said changes how you read it or hear it. A book or article written about immigration before the enlargement of the European Union allowed more people from Eastern Europe to come to the UK to work will not consider the impact of this kind of immigration. One written more recently may give the impact of Eastern European immigration more weight, only because it is more recent. How was it produced? How something is written or said will help you evaluate its accuracy. In general, the longer it took to produce, the more accurate it is likely to be. A tweet can be fired off in seconds with no checking, and (if the handle is anonymous) may be beyond the reach of laws against libel (libel means the publication of inaccurate and malicious statements). A longer post on a blog or a clip on YouTube may be a little more considered, but has the same issues about the lack of checking / accountability. An article in a daily newspaper will have been checked by an editor, who will also want to protect the newspaper against legal action for libel, but will have been written to a short deadline. An article in a weekly magazine will have gone through a similar editing process, but will have allowed the author longer to research and compose it. An article in a monthly magazine will have given the author even longer. A published book is likely to have gone through an extensive process of commissioning, editing and proofreading, making it even more likely to be accurate. Of course, it is possible to give completely accurate information in a tweet, and for a published book to be full of lies and inaccuracies. Even so, length of production is a relevant consideration.

Multiply your sources

Investors in the stock market often opt for a 'balanced portfolio'. That is, they buy stocks in many different companies so that the ones that do badly are balanced out by the ones that do well. It's a good idea to do the same with the sources for your facts. If you want to know more about a particular topic, seek out as many different sources of information on it as possible in as many different genres as possible. A Google search for websites might start you off, but then look out for articles in newspapers, magazines and journals, and track down as many relevant books as you can lay your hands on. Use your school, university or local library. Make friends with the librarian - librarians are usually delighted to have the opportunity to show off how wonderful their collection is, and will be pleased to help you with your quest. Be hungry and restless for knowledge. Even if you find yourself reading the same thing twice (or three times), that's no bad thing, as it will help you remember it. And don't just multiply your sources of information. Multiply your perspectives on a topic as well. Topics which are likely to be debated are, by their very nature, going to be controversial, and will be open to many different interpretations - expose yourself to as many of those as you can. Above all, challenge your own preconceptions. If you and everyone you know is convinced that the police are institutionally racist, seek out articles in The Daily Telegraph denouncing political correctness and calling for coppers to be left alone to do their job. If, on the other hand, you and everyone you know is convinced that billionaire heads of tech companies deserve every penny they earn because they add so much value to the world, make yourself read some books by left-wing economists arguing that excessive economic inequality is corrosive for society. Try not to get angry as you read. Try instead to understand why these writers say what they say; try to empathise intellectually with where they are coming from. Imagine as you read that you are debating against them: how would you rebut them? You know you don't agree with them: why? How would you answer them? Reading different points of view may change your mind, or it may not. But you must give people on the other side - on all sides - a fair hearing. It will make you a better debater: you might get assigned the other side of the argument in a debate. What's more, it will make you a better citizen, and a better person.

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Debate Printables

A free unit for teaching about debates. This free debate unit has everything needs to hold a debate. Many printables and teaching activities. Classroom debate worksheets for middles grades and high school. Use these worksheet to learn how to debate and how to prepare for a debate. These worksheets support higher level thinking in the classroom. You'll find debate topics, information on how to debate and graphic organizers to help students organize their thinking around their debate topic. Help young learners with debating skills.

All worksheets are created by experienced and qualified teachers. Send your suggestions or comments .

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How to Write a Debate Outline

Last Updated: March 5, 2023 Fact Checked

This article was co-authored by wikiHow Staff . Our trained team of editors and researchers validate articles for accuracy and comprehensiveness. wikiHow's Content Management Team carefully monitors the work from our editorial staff to ensure that each article is backed by trusted research and meets our high quality standards. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 225,482 times. Learn more...

Debates are a common assignment in high school and college classes where 2 individuals or teams present opposing arguments about a particular issue or question. Although you may feel like you debate people all the time, writing a debate outline requires a bit more research and organization than simply arguing with someone. Fortunately, once you know how to effectively categorize and present the evidence for your argument, writing a debate outline is a relatively straightforward process.

Researching for Your Debate

• Team debates are one of the most common debate forms. In the first half of the debate, each team has two segments to present arguments for their side. In the second half of the debate, each team has two segments to rebut arguments presented in the first half.
• Lincoln-Douglas debates are set up to allow one side to present their arguments, and then the other team to cross-examine them. The second team then presents their arguments and has the first team cross-examine them. Finally, each team has an opportunity for a final rebuttal.

• For example, if the topic of the debate is on the environmental impact of gas cars versus electric cars, gather research from academic journals and consumer watchdogs on carbon emissions, what impact carbon has on environmental degradation, and statements from experts on the topic, such as environmental scientists and car manufacturers.
• If you're writing the debate outline for an assignment and can't pick your own side, focus on gathering as much evidence as possible to strengthen the argument you're tasked with making.
• Whatever argument you ultimately make, make sure that it is logically sound and that you have convincing, relevant evidence that supports it.
• Be sure to note all bibliographical information on your notes.
• For every supporting piece of evidence you find for your case, try to find another piece of evidence to counter it. This will help you build your argument later.
• It is better to include more points than you think you will need, than not doing enough research and lacking evidence.

• For instance, if your most compelling piece of evidence is a graph that shows that gas cars emit twice as much carbon as electric cars, place this at the top of your evidence list.
• If you have a fairly lengthy debate planned, break up your case evidence into categorical sections. For example, you could have legal, moral, and economic support for your case.
• Aim to have a minimum of 3 supporting facts or pieces of evidence in your case outline.

Creating the Basic Outline

• Subdivide information. Main headings will probably consist of arguments, while subheadings will contain different pieces of supporting evidence.
• Use correct symbols. Each level of the outline has a particular symbol to use. The main headings will use Roman numerals (I, II, III, IV). Subheadings use capital letters (A, B, C). Sub-sub headings use Arabic numerals (1, 2, 3). Keep these consistent throughout your outline.
• Indent each level. Indentation helps you follow the line of argument and keeps your outline organized.

• Your thesis statement should explain which side of the debate you'll be taking and why your case is stronger than your opponent's.
• For example, if you're debating whether gas cars or electric cars are cleaner, your thesis statement might be: “Electric cars are cleaner than gas cars.”

• For example, if you're arguing that electric cars are cleaner than gas cars because they produce less carbon dioxide, your first main point would be: “Electric cars produce less carbon dioxide emissions than gas cars.”

• For example, the evidence that electric cars produce less carbon dioxide emissions than gas cars might include statistical information compiled by the Energy Department and the Environmental Protection Agency.

• For example, if you're pretty confident that your opponent will argue that your evidence relies on biased sources, you can prepare a rebuttal to that claim by finding additional evidence to support your argument from a variety of sources.
• Look to find rebuttals for both the individual parts of their argument in addition to the whole of it. This will fortify your position in the debate.
• Many times their argument will be the opposite of yours, so while your argument lists the pros, theirs is listing the cons of a particular value. If you pay attention to this, you will be able to not only prove their side of the argument invalid, but also help to further promote your own.

• Write this more detailed outline as if you were actually speaking in the debate. This will help you to better understand your own argument and come up with logical questions and rebuttals for your opponent.

Avoiding Logical Fallacies

• For example, if you're promoting the abolition of the death penalty, your opponent might commit the straw man by accusing you of lacking sympathy for the families of victims, and that you don't want true criminals to pay for their crimes.

• For example, if you're arguing for legalizing gay marriage and your opponent says that it is a bad idea, because soon enough we will be legalizing polygamy and bestial relationships in all the states.

• For example, if you've presented a well-crafted argument for your case but your opponent has not, they may instead try to call out your bad grades as a rebuttal. Even if this is true, it isn't relevant to the topic of the debate and therefore isn't logically valid.
• Even if your opponent brings personal issues and insults into a debate, you should never do this back to them. Not only is it logically fallacious; it's also widely considered rude.

• For example, if you were to claim that electric cars are “always” cleaner than gas cars, your opponent might point out that a gas car in a carwash is cleaner than an electric car covered in mud. To avoid this fallacy, steer clear of ambiguous words like “always.”

• For example, it would be logically fallacious to argue that the death penalty is the most effective form of punishment just because most people support it.

• For example, your opponent states that as a result, the only two options are to legalize all drugs or to outlaw them.

Community Q&A

• Debates are based on evidence, support, and organization. Do your best to find appropriate resources and to keep your arguments easy to follow. Thanks Helpful 0 Not Helpful 0

• Do not rely on emotional appeals. Though emotional appeals are a powerful motivator for change, debates are based on logic and evidence. Thanks Helpful 2 Not Helpful 0

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• ↑ https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
• ↑ https://learn.stleonards.vic.edu.au/debating/files/2013/08/DEBATING-CHEAT-SHEET.pdf
• ↑ https://www.wittenberg.edu/sites/default/files/media/occ/forms/debate.pdf
• ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/types_of_outlines.html
• ↑ https://valenciacollege.edu/students/learning-support/winter-park/communications/documents/SampleArgumentOutline.pdf
• ↑ https://www.comm.pitt.edu/four-step-refutation
• ↑ https://www.gvsu.edu/cms4/asset/CC3BFEEB-C364-E1A1-A5390F221AC0FD2D/avoiding_logical_fallacies.pdf
• ↑ https://www.palomar.edu/users/bthompson/Fallacies%20of%20Ambiguity.html

About This Article

To write a debate outline, start by writing down your primary argument or the case you are trying to prove. Under your argument, list the supporting evidence so that the most powerful and persuasive evidence is presented first. Then, list potential questions or arguments that may be brought up by the other side, along with different ways to counter them. Finally, organize your outline using headings, subheadings, and bulleted lists, and write out each section in complete, detailed sentences. For more advice, including how to avoid logical fallacies that can hurt or weaken your argument, keep reading. Did this summary help you? Yes No

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Sat / act prep online guides and tips, 55 great debate topics for any project.

General Education

A debate is a formal discussion about a topic where two sides present opposing viewpoints. Debates follow a specific structure: each side is given time to speak either for or against the topic at hand.

Many students study debate in high school to improve their speaking skills. As a debater, you learn how to clearly structure and present an argument. The skills you develop as a debater will help you on everything from a college admissions interview to a job presentation.

Selecting debate topics is one of the most important parts of debating. In this article, we’ll explain how to select a good debate topic and give suggestions for debate topics you can use.

How to Select Good Debate Topics

A good debate topic is one that lets the participants and the audience learn about both sides of an issue. Consider the following factors when selecting a debate topic:

Interest: Are you interested in the topic? Would the topic be interesting to your fellow classmates, as well as to the audience listening to the debate? Selecting a topic that you’re interested in makes the preparation part of the debate more exciting , as well as the debate more lively.

Argument Potential: You want to choose a debate topic that has solid argument potential. If one side is clearly right, or if there isn’t a lot of available information, you’ll have a hard time crafting a solid debate.

Availability of Data: Data points make an argument more robust. You’ll want to select a topic with lots of empirical data that you can pull from to bolster your argument.

Now that we know how to select a debate topic, let’s look at a list of good debate topics.

Debate Topics Master List

If you’re searching for your next debate topic, here are some suggestions.

Social and Political Issues Debate Topics

• All people should have the right to own guns.
• The death penalty should be abolished.
• Human cloning should be legalized.
• All drugs should be legalized.
• Animal testing should be banned.
• Juveniles should be tried and treated as adults.
• Climate change is the greatest threat facing humanity today.
• Violent video games should be banned.
• The minimum wage should be $15 per hour.
• All people should have Universal Basic Income.
• Sex work should be legal.
• Countries should be isolationist.
• Abortion should be banned.
• Every citizen should be mandated to perform national public service.
• Bottled water should be banned.
• Plastic bags should be banned.

Education Debate Topics

• Homework should be banned.
• Public prayer should not be allowed in schools.
• Schools should block sites like YouTube, Facebook, and Instagram on their computers.
• School uniforms should be required.
• Standardized testing should be abolished.
• All students should have an after-school job or internship.
• School should be in session year-round.
• All high school athletes should be drug tested.
• Detention should be abolished.
• All student loan debt should be eliminated.
• Homeschooling is better than traditional schooling.
• All schools should have armed security guards.
• Religion should be taught in schools.
• All schools should be private schools.
• All students should go to boarding schools.
• Sexual education should be mandatory in schools.
• Public college should be tuition free.
• All teachers should get tenure.
• All school districts should offer school vouchers.

Health Debate Topics

• Healthcare should be universal.
• Cosmetic procedures should be covered by health insurance.
• All people should be vegetarians.
• Euthanasia should be banned.
• The drinking age should be 18.
• Vaping should be banned.
• Smoking should be banned in all public places.
• People should be legally required to get vaccines.
• Obesity should be labeled a disease.
• Sexual orientation is determined at birth.
• The sale of human organs should be legalized.
• Birth control should be for sale over the counter.

Technology Debate Topics

• Social media has improved human communication.
• The development of artificial intelligence will help humanity.
• Individuals should own their own DNA.
• Humans should invest in technology to explore and colonize other planets.
• Governments should invest in alternative energy sources.
• Net neutrality should be restored.
• Bitcoin and other cryptocurrencies should be encouraged or banned.
• Alternative energy can effectively replace fossil fuels.
• Cell phone radiation is dangerous and should be limited.

How to Prepare for a Debate

Once you’ve selected your debate topic, the next step is to prepare for your debate. Follow these steps as you get ready to take the podium.

Read Your Evidence

The most important step to building your debate confidence is to familiarize yourself with the evidence available. You’ll want to select reputable sources and use empirical data effectively.

The more well read on your topic you are, the better you’ll be able to defend your position and anticipate the other side’s arguments.

Anticipate the Other Side’s Arguments

As part of your debate, you’ll need to rebut the other side’s arguments. It’s important to prepare ahead of time to guess what they’ll be talking about. You’ll bolster your own side’s argument if you’re able to effectively dismantle what the other side is saying.

Plan to Fill Your Speech Time

Each speaker at a debate is limited to a certain amount of time. You should plan to use every second of the time that you’re allotted. Make sure you practice your talking points so that you know you’re within the time frame. If you’re short, add in more evidence.

Practice to Build Confidence

It can be scary to take the stage for a debate! Practicing ahead of time will help you build confidence. Remember to speak slowly and clearly. Even if your argument is great, it won’t matter if no one can understand it.

Final Thoughts

Debate is a great way to hone your public speaking skills and get practice crafting and defending an argument. Use these debate topics if you're searching for a focus for your next debate.

What's Next?

Looking for ways to keep the debate going in non-academic life? Then you'll love our list of 101 "this or that" questions to argue over with your friends.

Thinking about how you can use your argumentative skills in a future career? Read up on the five steps to becoming a lawyer to see if that's a path you want to pursue.

Getting ready to take an AP test? Here’s a list of practice tests for every AP exam, including the AP literature exam .

It can be hard to schedule time to study for an AP test on top of your extracurriculars and normal classwork. Check out this article on when you need to start studying for your AP tests to make sure you’re staying on track.

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How Should I Research for Debate?

The best debaters are often the best researchers, simply due to the fact that if you find strong evidence yourself, you are far more likely to understand how to use it strategically in the round than if it was sent to you by someone else.

Like all things in debate, strong research skills are built with practice, but we at Debate Resource would like to give you a head start by helping you understand how to effectively use Google and how to effectively read studies. The tips and tricks provided in this article will give you a leg up as a researcher and help you find killer evidence.

Research goals:

To start, we will go over a debater’s goals when researching. We believe that all debate research boils down to five main objectives:

Objective 1: Stockpile evidence in favor of the argument in question

Whenever you find evidence that seems promising, save it! At the beginning, as we have said before, you are just looking for quantity: get good quotes and links into your documents. Later on, you will want to comb through these articles and studies to figure out exactly what they say, but for now just find the evidence, organize it in an efficient way (tip: use hyperlinks! Ctrl+K), and keep researching!

Objective 2: Stockpile evidence against the argument in question

What happens when you find evidence that directly contradicts your argument? Don’t move backward by scrapping your argument altogether; instead, save that evidence to be used on the other side! All you need is to have your “PRO Research Document” and your “CON Research Document” up in 2 tabs, and paste your quotes and links into the applicable doc.

We promise - you will thank yourself later! It is much better to save too many links than to remember you had found that killer evidence early on but you forgot to save it and it’s lost forever.

Objective 3: Identify new warrants

Research isn’t all about finding quotes – it is also about building your topic knowledge and advancing your ability to use unique, nuanced warrants. Whenever you find an author that has a unique take, a link you’ve never heard of before that gets around the most common responses, write it down and use it as a basis for further research. It may even end up as one of the core links in your final case!

Objective 4: Identify new keywords for future research

Oftentimes, research comes down to using the right keywords. This is where jargon is VERY useful! If your topic is about nuclear weapons, you need to know that a keyword like “Weapons of Mass Destruction” or “WMDs” will give additional search results that the competition isn’t looking for. As you find more and more keywords related to the topic, keep writing them down and using them in future Google Searches.

Objective 5: Discover new arguments

Beside talking to your friends and family, reading articles and studies is the best way to discover new arguments and contentions you can use. As you find new arguments, keep writing them down and adding them to your list to research more later, and to find relevant keywords for. Keep building your documents with content – later, you will work on forming them into arguments and formatting them for simple and easy access in-round.

How To Use Google

Everyone who has grown up in the twenty-first century understands the basics of Google search. However, here are some tips that are lesser known that will help you cut through the noise and find the evidence you are actually looking for.

Tip #1 : Use Quotation Marks

Quotation marks are the most powerful tool in Google search and should be used often. When you put a word or phrase in quotes, Google requires every result that comes up to contain that word or phrase. In other words, it sets those words or phrases as highest-priority-keywords, helping you cut through the noise.

While putting individual words in quotation marks is powerful, the beauty of this is you can search for exact phrases. All results will contain that “long-tail keyword” allowing you to find exactly the content you are looking for.

Tip #2 : Time Search

If quotation marks are the most powerful tool Google allows, time search comes in a close second. What’s crazy about time search is almost nobody uses it! It’s very simple to set up a custom date range.

First, enter your search. In the next row under the search bar, you have a variety of options, where you can look for “all,” “news,” “images,” etc. Look all the way to the right, past “settings,” over to “tools.” You will see a drop-down that says “any time.” Click it and scroll all the way down to “custom range.” This is where you put in the precise date range you want your search to filter through.

Why use time search? Usually for 1 of 2 reasons.

First, you likely want to find the most recent articles. If your evidence “post-dates” your opponent’s and you can provide a feasible reason that recency matters with regard to that topic, that is a clear point for you in the judge’s book, and they are likely to trust your evidence over your opponent’s.

Second, you may want to understand an event that happened at a certain period in history, or better yet, how a certain period in history interpreted a certain event. We often suffer from “recency bias,” in which we let the most recent headlines crowd out a deeper, fuller understanding. Time search helps you get around that.

This will build the depth of your understanding. If you can not only explain a topic, but how our understanding of that topic has changed over time, your legitimacy will skyrocket and the judge will want to vote for you because you clearly did your homework.

Tip #3 : File Type PDF

Tired of finding articles from illegitimate sites at the top of your Google results? Enter the phrase filetype:pdf right into the google search bar after your search keywords. The results will be exclusively pdfs.

These pdfs are likely to be academic articles, or articles published by other well-known and legitimate websites. They will also be longer articles, with more content for you to browse and learn from.

Tip #4 : Minus Sign

The minus sign helps you if you keep encountering the same type of wrong result. If a word has multiple meanings and you keep getting stuck with results on the wrong one, you can minus a keyword relevant to that “wrong” interpretation to maximize your chances of getting the right results.

If your keyword is “nuclear” because you’re looking for results on nuclear war, but you keep getting results about nuclear energy, just minus out energy by including in the search bar: “-energy.” Simple as that.

The minus sign doesn’t need to be used too often, but can be powerful in the right circumstances to get the exact results you’re searching for.

Tip #5 : Hotkeys

Finally, we want to provide you with a list of hotkeys to make your Google search process more efficient. Here is a list of helpful hotkeys:

Ctrl F: Find within the page

Ctrl W: Exit Tab

Ctrl Shift T: Reopen most recent closed tab

The most important of these is Ctrl + F. If you aren’t using Ctrl + F multiple times a day to see if the content you really want is within the article you found, you’re probably wasting time.

To end this article, here is an easy step-by-step process to finding strong evidence quickly .

Step 1: Enter the keywords you are searching for into google

Step 2: Add quotation marks around multi-word keywords as well as necessary keywords that must be included in any article you want to read.

Step 3: Past or type “filetype:pdf” into the search bar too, and SEARCH

Step 4: Click on an article or study

Step 5: Use Crtl + F to find any relevant keywords within the study

Step 6: Paste relevant quotes with those keywords into your document and hyperlink the URL to the author name and organization, which you will write down as base text just before the quotation.

Step 7: Repeat!

That’s it, and good luck searchin!

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How hispanic americans get their news, u.s.-born latinos overwhelmingly prefer to get their news in english; about half of immigrant latinos prefer it in spanish.

Pew Research Center conducted this study to understand Hispanic Americans’ habits around news and information, including the languages in which they consume news and their engagement with Hispanic media outlets.

Most of the questions in this report are from Pew Research Center’s 2023 National Survey of Latinos, a survey of 5,078 U.S. Hispanic adults conducted Nov. 6-19, 2023. This includes 1,524 Hispanic adults on the Center’s  American Trends Panel  (ATP) and 3,554 Hispanic adults on Ipsos’ KnowledgePanel . Respondents on both panels are recruited through national, random sampling of residential addresses. Recruiting panelists by phone or mail ensures that nearly all U.S. adults have a chance of selection. This gives us confidence that any sample can represent the whole population, or in this case the whole U.S. Hispanic population. (For more information, watch our  Methods 101 explainer  on random sampling.)

To further ensure the survey reflects a balanced cross-section of the nation’s Hispanic adults, the data is weighted to match the U.S. Hispanic adult population by age, gender, education, nativity, Hispanic origin group and other categories. Read more about the  ATP’s methodology . Refer to the topline for the questions used for our National Survey of Latinos , along with responses, and to methodology for more details.

The questions about how often people get news from various platforms, which platforms they prefer for getting news, and which social media sites people get news from are from an ATP survey of 8,842 U.S. adults, including 1,193 Hispanic adults, conducted Sept. 25-Oct. 1, 2023. Refer to the topline for t he questions used for this survey , along with responses, and to the methodology for more details.

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This is the latest report in Pew Research Center’s ongoing investigation of the state of news, information and journalism in the digital age, a research program funded by The Pew Charitable Trusts, with generous support from the John S. and James L. Knight Foundation.

The terms  Hispanic  and  Latino  are used interchangeably in this report.

Hispanic/Latino Americans, Hispanic/Latino adults , and Hispanics/Latinos are used interchangeably in this report to refer to survey respondents who self-identify as Hispanic or Latino in the United States. They include those who say their race is White, Black, Asian or some other race and those who identify as multiracial. Hispanic/Latino Americans live in the U.S. but are not necessarily U.S. citizens.

U.S. born  refers to people born in the 50 states or the District of Columbia.

Immigrant  refers to people born outside the 50 states or D.C. For the purposes of this report, immigrants include those born in Puerto Rico or another U.S. territory. Although individuals born in Puerto Rico are U.S. citizens by birth, they are grouped with immigrant respondents because they were born into a Spanish-dominant culture and because on many points their attitudes, views and beliefs more closely resemble those of Hispanics born outside the U.S. than Hispanics born in the 50 states or D.C., and even U.S.-born Hispanics who identify as being of Puerto Rican origin.

Second generation  refers to people born in the 50 states or D.C. who have at least one parent born in a different country, Puerto Rico or another U.S. territory.

Third generation   or higher refers to people born in the 50 states or D.C. who have two parents born in the 50 states or D.C.

Language dominance  is a composite measure based on self-described assessments of speaking and reading abilities.  Spanish-dominant  people are more proficient in Spanish than in English (i.e., they speak and read Spanish “very well” or “pretty well” but rate their English ability lower).  Bilingual  refers to people who are proficient in both English and Spanish.  English-dominant  people are more proficient in English than in Spanish.

“Middle income” is defined here as two-thirds to double the median annual family income for panelists on the American Trends Panel. “Lower income” falls below that range; “upper income” falls above it. Refer to the methodology for more details.

Hispanic news outlets are those outlets that focus on providing news and information specifically to Hispanic audiences. These can include newspapers, radio or TV stations, podcasts, or social media accounts created for and by Hispanic people. Their content could be in Spanish, English, both languages or another language.

Country of origin refers to the country that survey respondents, their parents or their Hispanic ancestors came from.

Just over half of U.S. Hispanic adults (54%) get their news mostly in English – far higher than the share who get their news mostly in Spanish (21%). About a quarter of Hispanic Americans (23%) say they consume news in both languages about equally.

There is an almost identical pattern on the question of preferred language for news: 51% prefer to get their news in English, 24% prefer Spanish and 23% say they do not have a preference.

But a new Pew Research Center survey of adults who identify as Hispanic or Latino finds major differences in news consumption habits between U.S.-born Hispanics and those who immigrated from other countries .

While U.S.-born Latinos overwhelmingly get their news in English, and prefer it in English, those born outside the United States have much more varied habits: 41% get their news mostly in Spanish, 26% get it primarily in English and 31% do both about equally. Similarly, 47% of Latino immigrants prefer to get their news in Spanish, while 22% prefer English and 31% do not express a preference.

Among Latino immigrants, those who have spent more years in the U.S. are less inclined than more recent arrivals to get news in Spanish, and more inclined to get it in English. There is little difference in the shares who get news in both languages about equally.

Jump to more information on the languages in which U.S. Latinos consume news.

We asked these questions to better understand how a group that makes up nearly one-in-five Americans stays informed, especially as its demographics and use of Spanish continue to change. Immigrants are declining as a share of all U.S. Hispanics , and the share of Hispanics who speak Spanish at home has also dropped – even though the number of Hispanics who speak Spanish at home has increased due to overall growth in the Hispanic population.

Other key findings about Hispanics’ news consumption include:

Most Latino adults prefer digital devices for news

Latinos get their news from a variety of sources, but most say they prefer to use digital devices over other platforms. Nearly nine-in-ten (87%) say they get news from digital devices at least sometimes, and 65% say they prefer this form of news over TV, radio or print. Digital devices have become an increasingly common source for news among Latinos – and among Americans overall – in recent decades, a shift driven by the rise of the internet .

Latinos are more likely than White Americans (55%) and Black Americans (50%) to prefer getting news from digital devices. Latinos also are more likely than White and Black adults to get news from social media, at least in part because Latino adults tend to be younger than other groups, and young adults are more inclined to use social media for news.

Nearly three-quarters of Latino adults under 50 (73%) prefer to get their news on digital devices, including 27% who prefer social media specifically.

Jump to more information on the platforms where U.S. Latinos get news.

Attention to news is declining among U.S. Latinos

About one-in-five Latino adults (22%) say they follow the news all or most of the time, while an additional 36% follow the news some of the time. The share of Latinos who follow the news all or most of the time has fluctuated in recent years but has dropped by 9 percentage points between 2020 (31%) and 2023 (22%), similar to a pattern seen across the general U.S. public .

In recent years, Hispanic Americans have followed the news less closely than Black and White Americans. Again, the high share of young adults within the Hispanic population plays a role, because young people are less likely to follow the news closely. Among Hispanic adults ages 18 to 29, just 10% say they follow the news all or most of the time – far below the share of Hispanics ages 65 and older who do so (44%).

Jump to more information on U.S. Hispanics’ news consumption habits.

Half of Hispanic adults get news from Hispanic news outlets

Half of U.S. Hispanic adults say they at least sometimes get news from Hispanic news outlets – those that specifically cater to Hispanic audiences. This includes 21% who say they do this extremely or very often. Just over half of Hispanics (54%) get news about their or their family’s country of origin at least sometimes, including 24% who do this often. 

Hispanic immigrants are much more likely than U.S.-born Hispanics to get news from Hispanic outlets and about their origin country. In both cases, about seven-in-ten immigrants say they at least sometimes get these types of news: 69% get news from Hispanic outlets and 72% get news about their country of origin. Among Hispanic adults who were born in the U.S., 33% at least sometimes get news from Hispanic outlets, and 38% get news about their family’s country of origin.

There are further differences among U.S.-born Hispanics: Those whose parents were also born in the U.S. are even less likely than those with one or more immigrant parent to get these types of news.

Jump to more information on Hispanic news outlets and news about Hispanic Americans’ origin countries.

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Table of contents, latinos’ views on the migrant situation at the u.s.-mexico border, 8 facts about black americans and the news, news platform fact sheet, latinos’ views of and experiences with the spanish language, hispanic and black news media fact sheet, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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Study About Purported Ancient ‘Pyramid’ in Indonesia Is Retracted

The study, based on research featured in a Netflix documentary, fueled debate over a site that is used for Islamic and Hindu rituals.

By Mike Ives

Reporting from Seoul

The American publisher of a study that challenged scientific orthodoxy by claiming that an archaeological site in Indonesia may be the world’s “oldest pyramid” says it has been retracted.

The October 2023 study in the journal Archaeological Prospection made the explosive claim that the deepest layer of the site, Gunung Padang, appears to have been “sculpted” by humans up to 27,000 years ago.

The study’s critics say that it incorrectly dated the human presence at Gunung Padang based on radiocarbon measurements of soil from drilling samples, not artifacts. The journal’s American publisher, Wiley, cited that exact reasoning in the retraction notice it issued on Monday.

Gunung Padang is widely considered a dormant volcano, and archaeologists say that ceramics recovered there so far suggest that humans have been using it for several hundred years or more — not anything close to 27,000 years. The pyramids of Giza in Egypt are only about 4,500 years old.

The retraction, based on a monthslong investigation, said that the study was flawed because its soil samples “were not associated with any artifacts or features that could be reliably interpreted as anthropogenic or ‘man-made.’”

Some archaeologists said in interviews that they welcomed the retraction. But the study’s authors called it “unjust,” saying in a statement on Wednesday that their soil samples had been “unequivocally established as man-made constructions or archaeological features,” in part because the soil layers included artifacts.

“We urge the academic community, scientific organizations, and concerned individuals to stand with us in challenging this decision and upholding the principles of integrity, transparency, and fairness in scientific research and publishing,” the authors wrote.

The study ’s lead author, Danny Hilman Natawidjaja, an earthquake geologist, did not immediately respond to a request for comment. Neither did Wiley or the editors of Archaeological Prospection, Eileen Ernenwein and Gregory Tsokas.

One prominent supporter of Mr. Natawidjaja’s research, the journalist Graham Hancock, said in a statement he did not see the retraction as “fair, justified or good science.” He said that instead of issuing a retraction, the journal should have published critiques of the paper, a move he said would have allowed readers to make up their own minds.

“Science should not be about suppression,” said Mr. Hancock, who interviewed Mr. Natawidjaja for an episode about Gunung Padang on “ Ancient Apocalypse, ” his 2022 Netflix documentary series.

The Society for American Archaeology has said that Mr. Hancock’s Netflix show “devalues the archaeological profession on the basis of false claims and disinformation.” He has vigorously rejected that argument, arguing that archaeologists should be more open to theories that challenge academic orthodoxy. Netflix did not respond to a request for comment on the retraction.

People from Indonesia have long traveled to Gunung Padang, a hilltop site dotted with stone terraces, to hold Islamic and Hindu rituals. A domestic narrative portraying it as a very, very old pyramid had support, and financing, from the central government during the administration of President Susilo Bambang Yudhoyono, who left office in 2014. His successor, President Joko Widodo, cut off the funding.

Archaeologists said in interviews on Wednesday that they welcomed the retraction.

One of them, Noel Hidalgo Tan, an archaeologist in Bangkok who had relayed his concerns about the study to Wiley, said that he considered the retraction “entirely appropriate” because the study’s evidence did not support its conclusions.

“It was unfortunate that the paper had to get to this stage,” said Dr. Tan, who works at the Southeast Asian Regional Center for Archaeology and Fine Arts. “But it was better to be retracted than to have nothing said about it at all.”

Dwi Ratna Nurhajarini, the head of the Cultural Heritage Conservation Office in West Java Province, the location of the site, said the study’s conclusions should be re-examined in light of the retraction.

“The structures at Gunung Padang are indeed layered and terraced, reminiscent of civilizations from Indonesia’s distant past,” she said by phone on Wednesday. “But their age might not be as old as suggested.”

Rin Hindryati contributed reporting.

Mike Ives is a reporter for The Times based in Seoul, covering breaking news around the world. More about Mike Ives

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FACT SHEET: President   Biden’s 2025 Budget Invests in Science and Technology to Power American Innovation, Expand Frontiers of What’s   Possible

President Biden’s Budget makes strategic investments in science and technology (S&T) to ensure that America continues to lead the world in innovation and that S&T breakthroughs benefit all of America. The Budget includes $202 billion for federal research and development (R&D) to tackle the great challenges of our time and achieve our nation’s great aspirations—promoting robust health and ample opportunity for each person in every community, addressing the climate crisis, sustaining global security and stability, and realizing the benefits of artificial intelligence (AI) while managing its risks.

The Budget supports progress on these aspirations by investing $99 billion in the basic and applied research that will drive the development of future cutting-edge technologies, products, and services. It also invests in transformative approaches to harness innovation in health and energy, like the Advanced Research Projects Agency for Health (ARPA-H) and the Advanced Research Projects Agency-Energy (ARPA-E).

Since Day One, the Biden-Harris Administration has worked to deliver the benefits of innovation to every corner of the country. The Budget builds on this work by supporting regional innovation initiatives at the National Science Foundation (NSF) and the Department of Commerce.

A video of today’s White House Office of Science and Technology Policy (OSTP) event that highlights some key aspects of the President’s Budget is available here .

The President’s Budget:

• Advances safe, secure, and trustworthy artificial intelligence.  The budget invests in the development of innovative approaches to AI to mitigate threats to truth, trust, and democracy; advance safety and security; protect privacy, civil rights, and civil liberties; and boost economic opportunity for all. The Budget provides robust investments in AI R&D, including $1.6 billion in investments across the National Institutes of Health (NIH) including for the AIM-AHEAD program which works to increase the participation and representation of the researchers and communities that are currently underrepresented in AI and machine learning modeling and applications through mutually beneficial partnerships. It includes $729 million for AI R&D at the National Science Foundation (NSF; a 10 percent increase from 2023 Enacted), including $30 million for the second year of the National AI Research Resource Pilot. It also includes $310 million for DARPA’s AI Forward initiative to research and develop trustworthy technology that operates reliably, interacts appropriately with people, and meets the most pressing national security and societal needs in an ethical manner.
• Bolsters R&D for future economic competitiveness.  The Budget supports American innovation and leadership in research and scientific discovery by investing $20.1 billion—a $1.2 billion increase over the 2023 enacted level—in the three CHIPS and Science Act authorized agencies: NSF, the Department of Commerce’s National Institute of Standards and Technology (NIST), and the Department of Energy’s (DOE) Office of Science.  The Biden-Harris Administration prioritizes supporting and expanding applied research, experimental development, standards, and related efforts that will facilitate the adoption of a broad range of new technologies. Emerging technology R&D efforts include: $900 million, an increase of 36 percent from 2023, for NSF’s Directorate for Technology, Innovation and Partnerships, which focuses on building partnerships across R&D sectors to translate basic research to products and processes that can benefit the American people; and $606 million at DOE’s Office of Science to integrate supercomputing, AI, and quantum-based technology for developing next-generation high-performance computing systems to ensure U.S. leadership while broadening access to leading-edge computing resources by the community.
• Promotes better health outcomes for every person.  With more than $3.4 billion in R&D for Cancer Moonshot-related investments, the Budget supports laboratory, clinical, public health, and environmental health research programs that span five focus areas across more than a dozen departments and agencies. This includes $2.9 billion in discretionary and mandatory resources at the Department of Health and Human Services, which support Cancer Moonshot activities across the National Cancer Institute and ARPA-H. The budget also emphasizes research in suicide prevention and mental health of our veterans with over $135 million for the Department of Veterans Affairs medical care.
• Maintains global security and stability.  The Budget includes $92.8 billion in Department of Defense (DOD) R&D to support the development of next-generation defense capabilities. These include critical and emerging technology areas such as AI and autonomy, quantum information science, biotechnology and biomanufacturing, advanced materials, next-generation wireless communication, human-machine interfaces, directed energy, hypersonic system development, integrated sensing and cyber, and advanced microelectronics. DOE’s National Nuclear Security Administration (NNSA) will advance new capabilities for space situational awareness to reinforce arms control and verification missions in support of current treaties, like the Outer Space Treaty. Specifically, the Budget funds the NNSA Space Monitoring and Verification Program at $35 million, advancing our space-based sensing capability.
• Reduces barriers and inequity in S&T while strengthening research.  The Budget supports workforce development in science, technology, engineering, and mathematics (STEM) across America with an emphasis on emerging research institutions and historically underserved communities. Key workforce efforts include NSF’s programs to broaden participation of underrepresented groups in STEM education and research programs and DOE’s proposal to build capacity for advancing energy research and developing a new energy workforce at Historically Black Colleges and Universities, Minority-Serving Institutions, Tribal Colleges and Universities, community colleges, and emerging research institutions. 
• Tackles the climate crisis and environmental impacts.  The Budget supports over $10.7 billion in clean energy innovation activities that are crucial for the nation to achieve President Biden’s goal to reach net-zero greenhouse gas emissions by 2050. Further, to advance our understanding of climate change and its implications, the Budget supports $4.5 billion in climate research activities, including efforts that advance the U.S. Global Change Research Program’s Decadal Strategic Plan. The Budget also advances the development of actionable climate services, consistent with the Federal Framework and Action Plan, to support communities, governments, and businesses in understanding risks, enhancing resilience, and taking action.

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Federal Judge's Ruling That an Illegal Immigrant Can Carry Arms Ignites Debate in 2A Community

An Obama-appointed federal judge ruled earlier this month that an illegal immigrant was wrongly barred from possessing a firearm.

Prosecutors charged Heriberto Carbajal-Flores in 2020 under a federal law, 18 U.S.C. § 922(g)(5), that prohibits illegal immigrants from carrying guns or ammunition after he was found with a semi-automatic firearm despite knowing he was “unlawfully in the United States.” 

“U.S. District Judge Sharon Johnson Coleman rejected two motions to dismiss, but the third motion, based on a 2022 U.S. Supreme Court ruling, triggered dismissal of the case on March 8,” The Epoch Times reports.

In her ruling , the judge said the “noncitizen possession statute…violates the Second Amendment as applied to Carbajal-Flores.” 

Lawyers for Mr. Carbajal-Flores had argued in the most recent motion to dismiss that the government could not show that the law in question was “part of the historical tradition that delimits the outer bounds of the right to keep and bear arms.” In 2022, the Supreme Court determined that the U.S. Constitution’s Second Amendment “presumptively protects” conduct that is covered by the amendment’s “plain text.” To justify regulations, governments must show that each regulation “is consistent with this nation’s historical tradition of firearms regulation,” the high court said at the time. “Only if a firearm regulation is consistent with this nation’s historical tradition may a court conclude that the individual’s conduct falls outside the Second Amendment’s ‘unqualified command.’ “Lifetime disarmament of an individual based on alienage or nationality alone does not have roots in the history and tradition of the United States,” Mr. Carbajal-Flores’ lawyers argued.   They pointed to several rulings interpreting the Supreme Court’s decision, including an appeals court ruling that declared stripping a man convicted of a nonviolent crime or his gun rights was unconstitutional.  The government opposed the motion, noting that neither cited decision applied to illegal immigrants and that the defendant ignored other rulings that did […] But Judge Coleman ruled for the defendant, finding that the laws against untrustworthy people contained exceptions for people who signed loyalty oaths and were deemed nonviolent. ( The Epoch Times )

Recommended

The issue over who qualifies as "the people" is being debated within the Second Amendment community.

As the Supreme Court explained in D.C. v. Heller , “the People” is a term that “unambiguously refers to all members of the political community.” It “refers to a class of persons who are part of a national community or who have otherwise developed sufficient connection with this country to be considered part of that community.” Someone who just entered the United States illegally has not developed any sufficient connection with the country ( Konstadinos Moros )

And on the other side...

Critically, when Heller referred to the “political community,” it did so in the context of dismissing the argument that the Second Amendment was a “collective right,” and not an individual one. The case Heller used to illustrate its point was US v. Verdugo-Urquidez , which declined to apply Fourth Amendment protections to a search by US authorities in Mexico , of the Mexican residence of a Mexican citizen who had no voluntary attachment to the United States . The “political community” illustration in Heller , when it pointed to Verdugo-Urquidez , was illustrating that “the people” is broadly understood in the fundamental rights context, and Verdugo-Urquidez shows an example of something beyond the boundary: an individual in another country with no voluntary connection to ours. In contrast, citizenship at the time of the founding mattered for little aside from seeking political office, and was often limited to white freeholders. There is no historical evidence suggesting that white commoners, the majority of which could not vote, were without the right to arms. To the contrary, early militia acts compelled their armament based on able-bodiedness, not any political hook. I see no way the “political community” dicta in Heller was intended to reverse hundreds of years of precedent where every other right of “the people” was respected within the borders of the United States without regard to whether the individual victim of state action was able to vote. ( Matt Larosiere )

And here is mine. https://t.co/OFjdGGi39w — Kostas Moros (@MorosKostas) March 17, 2024

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