2021 November/December Rostrum

A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

VOLUME 96 ISSUE 2 N O V. / D E C . 2 0 2 1

CHOOSE YOUR ADVENTURE WITH SPEECH AND DEBATE!

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Letter from the Publisher

Board of Directors

Have you seen the videos from the reopenings of shows on Broadway? The lights come up, the overture plays, and the actors can barely make it through their first line before the crowd is roaring with applause and cheers. The energy in the room is incredible, bursting with relief at a return to normalcy and joy at the chance to celebrate art. I can’t help but think of our community when I see those clips, to anticipate the feeling we’ll have when students return to that final round stage in person.

Whether it’s on Broadway, off Broadway—or off-off-off Broadway in a classroom in the middle of Iowa—you get the point. I imagine all the stages across the country where performers are returning to have their voices heard live once again. In this issue, we explore the various ways students can take the stage as they choose their adventure with speech and debate.

ELECTED MEMBERS Pam Cady Wycoff President Minnesota Dr. Tommie Lindsey, Jr. Vice President California

Venture off the beaten path. There’s more to speech and debate than what you see on the main stage at Nationals, and we recognize that through the Honor Society! Beyond competing in our main and supplemental events, students can earn points in other speech and other debate events like radio broadcasting, mock trial, parliamentary debate, and so much more. We explore the many options at your disposal beginning on page 16.

Byron R. Arthur Louisiana

Pave your own way with service. Service points offer students an opportunity to earn points for activities in your schools and communities, like helping host your tournament, coaching middle or elementary students, speaking at a rally or religious service, and more.

Adam J. Jacobi Wisconsin

Learn from the routes others have taken. Go behind the scenes to learn more about teams who are maximizing their membership! By forging your own way, you can build an environment that’s right for your students and adapt as their needs and wants change. Maybe your incoming class did mock trial in middle school and plans to continue it. Maybe half your team does one act plays or the school musical second semester. Engage and retain students by celebrating the many ways they use their speech and debate skills in and out of rounds.

Jennifer M. Jerome Nebraska

Whatever way your adventure takes you, I hope you find energy and connection when that curtain comes up once again. We’ll be cheering you on from the wings.

David Huston Texas

Renee C. Motter Colorado James W. Rye III Alabama

Sincerely,

APPOINTED MEMBERS J. Scott Wunn Executive Director

Rostrum

Dr. Alan H. Coverstone District of Columbia A PUBLICATION OF THE NATIONAL SPEECH & DEBATE ASSOCIATION

401 Railroad Place, West Des Moines, IA 50265-4730 | Phone (920) 748-6206 J. Scott Wunn, Publisher Amy Seidelman, Editor Vicki Joss, Managing Editor Emily Bratton, Graphic Design Assistant

Newsstand Price $9.99 per issue

Anoop Mishra Alabama

Non-Member Subscription Price $34.99 for one year (5 issues)

Holly Williams Arizona

Rostrum provides a forum for the speech and debate community. The opinions expressed by contributors are their own and not necessarily the opinions of the NSDA, its officers, or its members. The National Speech & Debate Association does not guarantee advertised products and services unless sold directly by the NSDA.

ROSTRUM | NOVEMBER/DECEMBER 2021

Sara Gibson District of Columbia

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Rostrum (ISSN 1073-5526), Copyright © 2021 by the National Speech & Debate Association (NSDA), is published five times per year (Sept., Nov., Feb., Apr., and Aug.) by the NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

Business and Editorial Offices: NSDA, 401 Railroad Pl., West Des Moines, IA, 50265-4730. Accounting and Circulation Offices: NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730. Call (920) 748-6206 to subscribe. Periodicals postage is paid at Des Moines, IA 50318, and additional mailing offices. POSTMASTER: Please send address changes to Rostrum, c/o NSDA, 401 Railroad Pl., West Des Moines, IA 50265-4730.

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Dr. Mike Edmonds Colorado

To learn more about the Board, visit www.speechanddebate.org/ meet-the-team. You may also contact the Board by emailing board@speechanddebate.org.

CELEBRATE A DECADE OF DIFFERENCE

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ISPEECHANDDEBATE.COM

In this Issue : VOLUME 96 : ISSUE 2 : NOVEMBER/DECEMBER 2021

From the Cover

Inside

28

2

Letter from the Publisher

6

2021-2022 Topics

16

Membership Minute

Speech and Debate: A Confidence-Boosting Adventure

Governance and Leadership 8

From Your Board President

18

News + Notes

11

Board Election Year in 2022

22

Tabroom.com Tip

24

Resource Roundup

26

Middle School Focus

Community 14

Equity Comittments for 2021-2022

30

National Speech and Debate Education Day: Centering Student Voices

36

Student Spotlights: Q&A with Arizona Speech and Debate Students

38

Champions Corner: Jayden Roccaforte

40

USA Debate: Creating Team Cohesion and Building Collective Skills by Cameron Kettles and Miles Wang

44

Coach Profile: Pedro Sanchez-Villa

46

Team Profile: Sandy High School, Oregon

48

Words from the Hall by Gail Nicholas

National Tournament 20

National Tournament Updates

Recognition 54

Top 100 Schools

56

Advocacy Letter

by Alfred F. Dugan III

View this issue online! www.speechanddebate.org/rostrum

Like us on Facebook www.facebook.com/ speechanddebate Share with us on Instagram @speechanddebate Follow us on Twitter @speechanddebate Follow us on LinkedIn www.linkedin.com/company/nationalspeech-and-debate-association

OUR MISSION Rostrum shares best practices, resources, and opportunities that connect, support, and inspire a diverse community of educators committed to empowering students through speech and debate.

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ROSTRUM | NOVEMBER/DECEMBER 2021

The American Legion’s National Oratorical Contest

LOOKING FOR COLLEGE SCHOLARSHIPS?  LOOK NO FURTHER. The first place finisher of The American Legion’s National Oratorical Contest is awarded a $25,000 scholarship, second place $22,500, and third place $20,000.

As part of the National Speech & Debate Association’s ongoing alliance with The American Legion, those top three finishers may also earn the right to compete in Original Oratory or United States Extemporaneous Speaking at the National Speech & Debate Tournament!



Want to get involved? Follow these simple steps!

• Visit www.legion.org/oratorical to learn more.

• Click on “State Contests” to contact The American Legion Department Headquarters located in your state to learn when the first contest in your area will be.

• Also click on “Assigned Topics” to learn the extemporaneous topic areas.

• Prepare your original oration on some aspect of the Constitution with emphasis on the duties and obligations of a citizen to our government.

Patrick Junker of Iowa placed first at the 2019 American Legion National Oratorical Contest

Watch examples of past winning orations online at www.legion.org/oratorical/videos.

2021–2022

Topics

Current topics, voting links, and resources available at:

www.speechanddebate.org/topics Member students and one chapter advisor per school are eligible to vote!

Topic Release Information Public Forum Topic Release Dates The PF Wording Committee has created a topic area with two resolutions for each topic cycle. All potential topics for the year were 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.

October 1 December 1 January 1 February 1 March 1 May 1 June 20 Aug. 1 - Aug. 7 August 8

November/December PF Topic Announced January PF Topic Announced February PF Topic Announced March PF Topic Announced April PF Topic Announced National Tournament PF Topic Announced List of Potential PF Topic Areas Announced for 2022-2023 Voting for the 2022 September/October PF Topic Occurs 2022 September/October PF Topic Announced

Lincoln-Douglas Topic Release Dates The LD Wording Committee has assigned a set of three topics to each bi-monthly topic cycle. All potential topics for the year were 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.

October 1 December 1 February 1 May 1 June 20 Aug. 1 - Aug. 7 August 8

November/December LD Topic Announced January/February LD Topic Announced March/April LD Topic Announced National Tournament LD Topic Announced List of Potential LD Topics Announced for 2021-2022 Voting for the 2022 September/October LD Topic Occurs 2022 September/October LD Topic Announced

NOVEMBER/DECEMBER 2021

Public Forum Debate Resolved: Increased United States federal regulation of cryptocurrency transactions and/or assets will produce more benefits than harms.

NOVEMBER/DECEMBER 2021

Lincoln-Douglas Debate Resolved: A just government ought to recognize an unconditional right of workers to strike.

The NSDA also offers a “Civil Disobedience” resolution that may be used during the first two months of a novice LD season. Coaches are encouraged to check with tournament hosts in their area before exclusively prepping for one topic over another.

2021–2022

Policy Debate Resolved: The United States federal government should substantially increase its protection of water resources in the United States.

2022–2023 Policy Debate Topic Voting 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 2022-2023 released by the NFHS in January 2022

2021–2022

Big Questions Debate Resolved: On balance, societies benefit from religious belief and practice.

We’re committed to topic writing and decision making through an equity lens, using the Topic Rubric Questions on the next page.

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ROSTRUM | NOVEMBER/DECEMBER 2021

N AT I O N A L S P E E C H & D E B AT E A S S O C I AT I O N N AT I O N A L S P E E C H & D E B AT E A S S O C I AT I O N

Topic Rubric Questions Topic Rubric Questions

InThe order to conducts do our best to provide and students withevaluation these skills, essential is to CONDUCT NSDA an intentional ongoing of one the topics westep encourage students to In order to do ourAND bestONGOING to provideEVALUATION students withOFthese skills, one step is students to CONDUCT AN INTENTIONAL THE TOPICS weessential are encouraging to explore.

We use andAND offerONGOING to others the following set of questions to are evaluate topics.students to AN INTENTIONAL EVALUATION OF THE TOPICS we encouraging explore. As such, we offer the following set of questions to evaluate each topic. explore. As such, we offer the following set of questions to evaluate each topic.

1. Language 1. Language Does the wording of the topic

2. Advocacy 2. Advocacy Does the topic enable students

3. Awareness 3. Awareness Analyzing the topic from the

Does the wording of thevalue topic discriminate or unequally discriminate or unequally others?

Is the topic clear, asvalue well as others?

Is the topic clear, as free of any cultural idioms thatwell mayas free of any cultural idioms that may disadvantage some participants? disadvantage some participants?

the theorize topic enable students toDoes actively and address to actively ethical, social,theorize political,and andaddress ethical, social, political, and economic barriers that perpetuate economic by barriers that perpetuate inequalities advocating for inequalities by advocating for changes to policies and practices? changes to policies and practices?

Analyzing the topicdiverse from the perspective of many student perspective of many diverse groups, does researching and student groups, does researching theorizing about this topic and promote theorizingofabout thisexperiences topic promote awareness specific awareness of specificand/or experiences related to oppression larger related issues? to oppression and/or larger systemic systemic issues?

4. Openness 4. Openness Does the topic promote research

5. Literature Base 5. Literature Base In order to be competitive, does the

6. Accessibility 6. Accessibility In order to attract and sustain

Does the topic promote research and theorizing that challenges and theorizing that think challenges students to critically about students to critically think about their world and consider different their world and experiences? consider different perspectives perspectives and experiences?

In order to be competitive, does the topic compel students to research topic compel studentsthat to research and present arguments would and present arguments that would stigmatize, discriminate against, or stigmatize, discriminate against, or exclude a traditionally marginalized exclude a traditionally marginalized and disenfranchised community? and disenfranchised community?

In order to attract andtopic sustain participation, does the participation, does theof topic facilitate an exploration ideas facilitate an exploration of ideas related to established intellectual, related established intellectual, social, or to cultural interests? social, or cultural interests?

Considering the present moment, Considering moment, will theorizing the andpresent researching will theorizing and researching the topic encourage supportive the topic encourage supportive social, emotional, and intellectual social, emotional, and interactions amongst theintellectual intended interactions amongst the intended participants? participants?

Furthermore, when creating an array of topics, you will also want to consider whether a significant portion of Furthermore, when creating an array of topics, youare willmeant also want consider whether a significant portion your topics reflect these questions.

These questions to betoconsidered in addition to the above six. of your topics reflect these questions. These questions are meant to be considered in addition to the above six.

9. Power 9. Power The topic promotes a deeper

Intentional Inclusion – The topic compels students to explore ethical, compels students to explore social, political, and economic ethical, social, and economic issues in political, a way that features the issues in a way that features experiences and perspectives the perspectives ofexperiences traditionallyand marginalized and of traditionally marginalized disenfranchised communities. and disenfranchised communities.

The topic promotes a deeper understanding of power imbalances. understanding of power imbalances.

The topic opportunities explore howprovides we should define and to explore how we should define and live out social justice. live out social justice.

Please share your feedback on the rubric!

National Speech & Debate Association: Topic Rubric Questions • updated April 16, 2021 National Speech & Debate Association: Topic Rubric Questions • updated April 16, 2021

7. Intentional Inclusion 8. Justice 8.topic Justice 7. Intentional Inclusion The Intentional Inclusion – The topic provides opportunities to

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GOVERNANCE

From Your Board President

T

raditionally, at the end of a theatre performance in our high school, the curtain call focused on members of the cast or orchestra. Although the tech crew played a critically important role in the production, they remained in the dark away from the applause. They worked in the wings, wore black to increase their invisibility, and even called themselves, “The Shadows.”

Given that the show could not go on without them, our Arts Administrator changed this practice. Today, at the end of the show, the tech crew walks out to center stage to take a bow. Rightfully so, they deserve the spotlight, because without them, the show could not go on!

In a similar manner, there are many roles in our speech and debate community that are vital to the success of a program. Certainly, our purpose and focus centers on our students—and without supportive administrators and head coaches/advisors, it would be very difficult to function as a team.

However, today, I’d like to shine the spotlight on some people in our speech and debate community who, like “The Shadows,” may at times

feel invisible, but deserve the spotlight and our applause.

This includes our assistant coaches, volunteers, and alumni.

Assistant coaches, thank you for shouldering the load.

With you, we can better meet the needs of students with various skill levels in a broad variety of events. With you, additional individual and group coaching is available.

Your time, talents, and attention build each student’s confidence and refine their skills. You are the eyes and ears on the ground that help to diffuse problems. Your assistance with administrative tasks, supervision, road trips, and much, much more makes all the difference in the world.

Volunteers, thank you for supporting the students in our activity. For many parents, guardians, and community volunteers, the nature of speech and debate is completely unknown. Thank you for diving into an activity that is uncharted waters for most people! Over the years, I have been amazed by the incredible volunteers who have served our speech and debate community above and beyond the “call of duty.”

Some parents have even continued to serve long after their child graduated from the

program. Other businesses and civic leaders have continued to consistently donate to or sponsor speech and debate events year after year.

Volunteers, your willingness to work at, donate to, or raise funds for our programs keeps this life-changing program alive in our schools. Your eagerness to learn how to judge at tournaments allows this activity to run! And when I think back to the many adults who helped facilitate tournament logistics, set up stations, stock and host concessions stands, and manage coaches’ lounges, I know your volunteerism is unparalleled. You are truly one of a kind!

Finally, I thank all the alumni in our speech and debate community who remain engaged in this activity.

Throughout my years as a head coach, one student’s service to our team was so consistent and remarkable throughout her high school career that upon graduation, we named our team’s service award after her. To this day, the Sarah Beck Distinguished Service Award is presented annually for outstanding service. I share this story because as a student, Sarah knew that for a team to function well, it needs lots of support. Years later,

Shining a spotlight on assistant coaches, volunteers, and alumni Sarah continues to give back by regularly helping with our annual tournaments. Like so many alumni, she realizes the need for support is ongoing.

She valued her experience and wants that experience to exist for others.

Alumni, your donations of time, talent, and financial resources speak volumes.

Your willingness to serve your school’s program, or other programs, by judging, coaching, or supporting students in financial need is vital. Thank you for paying it forward.

Now at the end of our school’s shows, when “The Shadows” come out for their curtain call, they often receive the largest, loudest, most joyous applause! Seeing that sense of appreciation radiate from the smiles on their faces is priceless. So, let’s take this moment, along with many more “curtain calls,” to bring our assistant coaches, volunteers, and alumni out of “the shadows” and into the spotlight for a much deserved, appreciative round of applause.

To be continued...

Pam Cady Wycoff NSDA Board President

If you would like to connect with Pam, please email pam.wycoff@speechanddebate.org.

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ROSTRUM | NOVEMBER/DECEMBER 2021

KEITH WEST MEMORIAL FUND Keith believed that speech and debate could unleash a student’s true potential.

Continuing his generosity in

CONGRATULATIONS to this year’s team grant recipients $5,000

Teton High School, Idaho

$2,500

Colonial High School, Florida

life, each year two senior NSDA

Golda Meir School, Wisconsin

members will be selected to

Theodore Roosevelt High School, Iowa

receive $1,000 college scholarships $1,000

in Keith’s memory. For this

Horizon High School, Texas

inaugural year, four individual

MacArthur High School, Oklahoma

students will be recognized.

Morristown West High School, Tennessee

We are pleased that our son Keith’s legacy as a debater and coach is continuing with this school grant program.

He strongly believed all students should have the opportunity to explore speech and debate. These lifelong skills may increase self-confidence and success in their future endeavors. We sincerely thank the family and friends who have made this possible through their financial support. It is our hope the coaches and students are able to realize their dreams and potential – AUDREY AND BILL WEST in part through this effort.”

FOUR $1,000 COLLEGE SCHOLARSHIPS APPLICATION DEADLINE: NOVEMBER 30 www.speechanddebate.org/keith-west-memorial-fund/

“We produce more than 2,400 awards for the National Tournament alone. Imagine what we can do for your school or tournament!”

— Chad Wagner, Trophy Shop Manager for the NSDA

NATIONAL SPEECH & DEBATE ASSOCIATION

TROPHY SHOP Order tournament trophies, school awards, plaques, medals, and more from the National Speech & Debate Association’s Trophy Shop!

We have thousands to choose from, or you can create customized awards for your event! As a member, you have access to wholesale prices and early invoicing.

Learn more at www.speechanddebate.org/trophyshop

GOVERNANCE

BOARD OF DIRECTORS 2022 ELECTION YEAR You’ve probably heard the phrase “time, talent, and treasure” applied to service and stewardship. Here’s how the NSDA Board of Directors addresses each!

Board Members Contribute...

More about the Election Process

Time

Terms for Elected Board Members

Elected and appointed Board members attend two in-person meetings that generally occur in early fall and late spring, plus two online meetings generally held in late fall and early spring. In addition, elected Board members are asked to participate in a minimum of one 90-minute standing committee meeting per quarter (Governance, Internal Affairs, or External Affairs) as well as seven Competition Rules meetings throughout the year that typically last about two hours. For a sample meeting calendar, visit www.speechanddebate.org/board-calendar.

Beyond these meetings, Board members are asked to attend several public events and serve various volunteer roles during competition hours at the National Tournament in June.

Talent

Any member coach with five years of NSDA coaching experience, any current or past district chair, or present Board members whose terms expire on July 31, 2021, may become a candidate for the national Board of Directors by so advising the Executive Director in writing before January 19, 2022, by certified mail.

Treasure

No stipend or salary is given to a member of the Board of Directors. However, travel expenses (related to Board member responsibilities) are paid by the NSDA. Board members play an important role in stewarding and recognizing the organization’s sponsors and donors. Board members support the NSDA by making a nominal personal financial donation each fiscal year to fulfill the non-profit 501(c)(3) expectation of 100% Board giving. No amount is stipulated for the donation to the organization.

Important Deadlines Candidacy statements are due January 19, 2022. Online balloting will open in April 2022. Results will be announced in May 2022. Watch for more information on our website and in future coach newsletters.

Members are elected to “terms.” A term is defined as an individual serving two years or more of their four-year elected Board seat. A partial tenure of less than two years does not count as a term. Elected Board members serve from August 1 to July 31.

Eligiblity • Any member coach of any age with five years of NSDA coaching experience, who is listed as a member coach of record at an active member school, may become a candidate for the Board of Directors by so advising the Executive Director in writing before January 19, 2022, via certified mail. Letters should be sent to: National Speech and Debate Association c/o J. Scott Wunn, Executive Director 401 Railroad Place West Des Moines, IA 50265 • Not all seats are up for election. The seats of Board members Byron Arthur, David Huston, Adam Jacobi, and Renee Motter are up for election in 2022.

• Each candidate shall be allotted one Rostrum column, unedited by the national office, to support their candidacy. Each candidate may include a photo to accompany the column.

Candidacy statements of 400 words or less along with high-resolution photos should be emailed to director@speechanddebate.org by January 19, 2022.

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Responsibilities of the NSDA Board of Directors Ideally, Board members should be people who are interested in governing the organization but who are not in a management role. An organization can utilize other professionals by establishing advisory ad hoc committees.

Framework

The Board of Directors establishes the framework for the NSDA. • Creates and updates the organization’s mission and vision statements.

• Defines what benefits (or end results) the NSDA is providing to whom and what it will cost to deliver them.

• Determines how the NSDA’s performance will be measured.

Direction

The Board of Directors sets the direction for the NSDA. • Sets goals and approves and monitors the strategic or business plan.

• Develops organizational policies, including the policies that govern how the Board will operate.

Accountability

The Board of Directors is responsible for behavior and performance of Board members and the Executive Director.

• Attend, regularly, all in-person and virtual Board meetings in order to be actively involved in governance duties. An absence necessitates notification of and approval by the President.

• Serve on a minimum of one standing committee, regularly attend meetings, and take on special assignments, as needed.

• Establishes the code of ethics for the Board and Executive Director, including policies related to private inurement and conflict of interest, and sets the tone for organizational behavior.

• Honor the conflict of interest policy and process for disclosure of conflicts of interest.

• Established annual Board priorities and holds itself accountable through annual self-evaluation.

• Hires and fires the Executive Director.

• Establishes the end results the Executive Director is assigned to achieve and defines any limitations on the means the Executive Director can use or any functions the Executive Director must perform.

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• Monitors financial and operational performance.

Evaluates the Executive Director based on achievement of the end results and compliance with predefined limitations or requirements.

• Serves as the last court of appeal within the NSDA. • Selects an auditor based on recommendation of the Executive Director and Finance Committee and receives the audit report.

Good Will and Support

The Board of Directors represents the NSDA to the outside world and provides support and counsel to the Executive Director.

• Supports the NSDA by making an annual personal financial donation each fiscal year to fulfill the nonprofit 501(c)(3) expectation of 100% Board giving. In addition, each Board member is expected to assist with raising funds, as well as garnering resources, advisors, and fundraising opportunities, as needed.

• Serves as the NSDA’s ambassador to other agencies, funders and potential funders and the general community.

• Communicates the value of the NSDA to prospective donors.

• Attracts donors, supporters, favorable press, and new Board members.

GET THE HANDBOOK To learn more about the Board of Directors and how each elected member plays a role, visit www. speechanddebate.org/ nsda-board-handbook. ors

Board of Direct

HANDBOOK

NSDA Board Member Commitment Form In my role as an NSDA Board Member, I have the responsibility to uphold our guiding principles:

• Represent the NSDA in a positive and supportive manner at all times.

• The duty of care to pay attention to the organization—to monitor its activities, see that its mission is being accomplished, and guard its financial resources;

• Observe the parliamentary procedures and display courteous conduct in all Board and committee meetings.

• The duty of loyalty to avoid conflicts of interest; and • The duty of obedience to carry out the purposes of the organization and to comply with the law.

I will also uphold my responsibilities to establish the framework for the Association, set the direction of the NSDA, assume accountability for the behavior and performance of the Board of Directors and Executive Director, and provide good will and support as a representative of the NSDA.

• Refrain from intruding on administrative issues that are the responsibility of management, except to monitor the results of the organization.

• Accept my responsibility for providing oversight of the financial condition of the organization.

As a Board member, I agree to uphold our Code of Conduct:

• Avoid acting in a way that represents a conflict of interest between my position as a Board member and my personal or professional life, even if those actions appear to provide a benefit for the organization. This includes using my position for the advantage of my friends and business associates. If such a conflict does arise, I will declare that conflict before the Board and refrain from voting on matters in which I have conflict.

• Act with honesty and integrity.

• Abide by these Board operating procedures.

• Support in a positive manner all actions taken by the Board of Directors even when I am in a minority position on such actions. I recognize that decisions of the Board can be made only by a majority vote at a Board meeting and respect the majority decisions of the Board, while retaining the right to seek changes through ethical and constructive channels;

• Welcome periodic discussions on my role to help me assess my performance, e.g., attendance, participation, contributions, etc.

• Participate in (1) Board self-evaluation, (2) Board development workshops, seminars, and other educational events to enhance my skills as a Board member, and (3) strategic planning retreats, as needed.

I will: • Attend, regularly, all in-person and virtual Board meetings in order to be actively involved in governance duties. An absence necessitates notification of and approval by the President.

• Keep confidential information confidential.

• Review the agenda and supporting materials prior to Board and committee meetings.

• Serve on a minimum of one standing committee, regularly attend meetings, and take on special assignments as needed.

• Support the NSDA by making an annual personal financial donation each fiscal year to fulfill the nonprofit 501(c)(3) expectation of 100% Board giving.

• Exercise my authority as a Board member only when acting in a meeting with the full Board or as I am delegated by the Board.

• Assist in raising funds and garnering resources, advisors, and fundraising opportunities.

• Work with and respect the opinions of my peers who serve this Board and leave my personal prejudices out of all Board discussions.

• Always act for the good of the organization and represent the interests of all people served by the organization.

• Be knowledgeable about the NSDA mission and vision, services, and policies to foster and promote the NSDA. • Provide support and advice to the staff but avoid interfering in management activities.

• Suggest nominees and participate in Board recruitment.

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COMMUNITY

EQUITY COMMITMENTS FOR 2021-2022 compiled by Nicole Wanzer-Serrano 1

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(b) The NSDA will continue to promote its updated Code of Honor to all student and coach members.

(a) The NSDA will continue its work on intentionally infusing equity into the speech and debate topic selection process. (b) The NSDA will continue to encourage the posting and use of a harassment and discrimination policy at speech and debate tournaments. (c) The NSDA will update and increase promotion of our inclusive and equitable tournament checklist. The graphics: BlackIllustrations.com

Nicole Wanzer-Serrano is the Director of Development and Diversity, Equity, and Inclusion at the NSDA.

(e) The NSDA will promote and support the Black Coach Mentor program and seek to facilitate other mentoring opportunities through the NSDA coach accreditation and coach emeritus programs. The NSDA will seek funding to support mentor programs.

The NSDA will highlight and promote best practices for diversity, equity, and inclusion in speech and debate activities.

These equity commitments were inspired by recommendations from our coaches’ caucuses, by feedback from our teacher and student members, and from our own lived experiences. As our Equity Statement says, “The NSDA is committed to modeling and fostering diversity, equity, and inclusion for all speech and debate communities.” We are proud of the strides we have made in this area, but we know there is much work left for us to do.

We remain committed to working conscientiously to model and foster an inclusive and equitable speech and debate experience for all. Thank you for engaging with and joining us in this work.

(d) The NSDA will review and update NSDA-produced ballot instructions to reflect equity.

(a) The NSDA will continue to utilize an equity-centered framework for making organizational decisions.

S

ince 2017, annual equity commitments have served as specific immediate steps the NSDA will take to better reflect our core value of equity. Like previous annual commitments, this list represents work that will occur during one school year.

NSDA will also provide resources to implement key initiatives from the checklist.

The NSDA will reflect equity in its organizational core documents.

(f) The NSDA will use its communication channels to offer additional training tips and best practices on making speech and debate more accessible.

3 The NSDA will strive for leadership that represents the diversity of our speech and debate communities. (a) The Board of Directors will continue to consider diversity when vetting and selecting appointed board members. (b) The NSDA will encourage its district leadership to enhance

To increase our transparency and accountability, we have listed these commitments on our website at www.speechanddebate.org/equitycommitments. Throughout the year, we will include updates and hyperlinks on that web page announcing our progress on each item. To learn more about our ongoing diversity, equity, and inclusion efforts and access related resources, visit www.speechanddebate.org/inclusion.

National Speech & Debate Association

— Core Values —

EQUITY • INTEGRITY • RESPECT • LEADERSHIP • SERVICE

the diversity of their committees through the sixth appointed seat. (c) The NSDA will continue to utilize a staff recruiting process that emphasizes taking the steps necessary to generate a diverse hiring pool. (d) The National Speech & Debate Tournament process for selecting tournament officials will continue to emphasize representation.

(d) The NSDA will continue to ensure diversity, inclusion, and accessibility in promotional content.

The NSDA will continue to provide and promote safe spaces for teachers/ coaches from traditionally underrepresented or marginalized communities to meet.

(f) The NSDA will increase the involvement of students and young alumni in decision making.

(a) The NSDA will continue to provide space and time for Coaches’ Caucuses to meet, proactively promoting awareness and attendance of these discussions leading up to the tournament.

The NSDA will celebrate diversity, equity, and inclusion within speech and debate communities. (a) The NSDA will use video to showcase the success of Hispanic/ Latinx students and coaches. (b) The NSDA will use video to highlight the experiences of persons with disabilities in the activity. (c) The NSDA will create resources to celebrate Native American Heritage Month.

NATIVES HAVE HISTORICALLY BEEN SOME OF THE MOST PROLIFIC SPEAKERS WHEN IT COMES TO SOCIAL JUSTICE. THROUGH SPEECH AND DEBATE, OUR YOUTH ARE NOW LEARNING THAT THEY CAN COMMAND AN AUDIENCE AND COMPEL CHANGE. AS THIS ACTIVITY BECOMES MORE ACCESSIBLE TO US, THE NSDA HAS BECOME THE THREAD CONNECTING THE TRADITIONS OF OUR PAST TO THE EVOLUTION OF OUR FUTURE IN THIS TAPESTRY OF SOCIAL GROWTH.

IOUS PERSON, URALLY CUR RDED ME I AM A NAT IVITY AFFO T AND THIS ACT TY TO EXPLORE THA UNI STAGE OF MY AN OPPORT EVEN AT THIS ED IN SPEECH CURIOSITY. OLV INV BEEN LIFE , HAVING LE OVER A LITT A T FOR AND DEBATE L THINGS THA E RE ARE STIL LOV DECADE , THE AND THAT’S WHAT I G, I’M LEARNIN AS A COACH, ABOUT IT. THE I NOW GET TY TO OPPORTUNI POWER SHARE THE OF WHAT THIS ACTIVITY CAN PLE DO FOR PEO N WITH MY OW STUDENTS.

USD

Coach One-Diamond

ebate.or g

at Hayden Catholic

The NSDA will continue to strive for an equitable and representative judging pool at the National Tournament. (a) The NSDA will continue ongoing work to provide judge training that incorporates implicit bias and cultural competency training for speech and debate judges.

8 The NSDA will conscientiously work to increase meaningful access to speech and debate for all schools. (a) The NSDA will offer free online speech and debate events through the Springboard Series.

(b) The NSDA will continue to fundraise for and offer direct program support through initiatives like the Keith West Memorial Fund School grant, The Tate Fund for National Tournament support, Big Questions Debate grants, and NSDA membership grants.

DEBORAH GAROUI

W E A R E S P E E C H & D E B AT E www.speechanddebate.org

Class of 2012 High School,

E B AT E PEECH & D WE ARE S www.spe echandd

6

(b) The NSDA will continue to support ongoing connections between these communities during the school year.

The NSDA will continue a committee-based effort to develop a judge accreditation program. Last year, core elements for the accreditation were established. This year, the effort will focus on the technological requirements of implementing the accreditation.

One-Diamond Coach at Keller High School, TX

QUA JOHN SAM

, KS – 345 High School

WORKING WITH YOU NG PEOPLE HAVE BEEN WHO TOL BEEN THE GRE D THAT THEY ‘CAN’T’ HAS ATEST PRIV ILEGE. TO SEE THE IMPOSS IBLE MY EYES , JUST MATERIALIZE BEFORE BECAUSE I BECAUSE I HAD FAITH; TRUSTED IN THEM; BECAUS TOLD THEM WE COULD E LOSE BUT NEV I YIELD; BUT MOS ER BECAUSE THE TLY, Y BELIEVED. AS ROBERT F. KENNEDY ONCE SAID, ‘I DRE AM THINGS THA T NEVER WER E AND SAY, WHY NOT ?’

7

5

(e) The NSDA will provide additional training for Tabroom.com to prepare more coaches for serving in tab rooms.

4

(b) The NSDA will continue to recruit and to offer the opportunity for National Tournament judges to selfidentify as diversity enhancing.

KS

ARTU RO FÉLIZ -CAM

ILO Debate Coach at Colegio Bilingü New Horizo e ns, Dominican Republic

Speech and www.spe echandd

ebate.or g

WE ARE S PEECH & D E B AT E

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15

MEMBERSHIP MINUTE

MORE WAYS TO RECOGNIZE STUDENTS

by Annie Reisener

Maximize your membership and celebrate student learning and growth by logging merit points for all relevant activities, including service and scrimmage opportunities!

Students can earn points for participation in more than NSDA main events. While NSDA events are pre-populated as options when you go to enter points, you also have the ability to choose “Other Debate” or “Other Speech” as the category. The High School Unified Manual (available at www.speechanddebate.org/highschool-unified-manual) provides additional guidance on points entry in these categories beginning on page 9.

OTHER DEBATE EVENTS • Activities like Mock Trial, Parliamentary Debate, or Spontaneous Argument can be recorded in the Debate category, and are worth 4 points per win and 2 points per loss or non-decision.

• Wins or losses may not be recorded for debates against non-school entities, such as a civic organization. Public debates held before an audience of such an entity may be recorded under “Service” for points, but cannot also be recorded with a win/loss under “Debate.”

• Students are also eligible for Debate points for Boys or Girls State and the IPPF essay contest. Refer to the manual for details.

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OTHER SPEECH EVENTS • State and local leagues offer a variety of events, like Rhetorical Analysis, After Dinner Speaking, Radio Broadcasting, and more. These events may earn 5 points per 1st rank, 4 points per 2nd rank, 3 points per 3rd rank, 2 points per 4th rank, and 1 point for ranks of 5 and below. Use the appropriate category name, or a similar category name as appropriate.

• Extrapolate what speech categories best match outside contests. For example, American Legion Oratorical Contest’s two speaking events are recorded as Original Oratory and Extemporaneous Speaking. Poetry Out Loud, Slam Poetry, and Spoken Word Poetry are recorded as Poetry. Where ratings are used instead of rankings, please reference the manual for guidance.

• Performing a speaking role in a play or musical or participating in reader’s theatre, one-act, or a choral reading group cannot be entered for Speech points, but is eligible for Service points.

SCRIMMAGES As a general rule, a minimum of four schools must be present at a tournament for merit points to be earned in Speech or Debate categories, but a new policy change last year allows students to earn up to 75 merit points for intrasquad and intersquad competitions that do not have the required four schools participating. There is not

a separate category for scrimmage points; they are recorded as regular tournament points under their events. Coaches have the affirmative duty to ensure that no more than 75 scrimmage points are entered.

SERVICE In accordance with the service tenet of our Code of Honor, students can earn up to 20 service points per day for a maximum of 200 service points per year. Service points can be entered at an advisor’s discretion for activities that better a student’s school or community. Examples include: • Coaching middle or elementary school students prior to a tournament • Judging a round of middle school competition • Volunteering at a homeless shelter • Giving a speech at a political rally • Volunteering to help at the ballot table at an after school tournament

CONGRATS! Top Schools in 2020-2021 Other Debate Points Entry • Los Altos High School, California • Fuhsing Private School, Taiwan • Flintridge Preparatory School, California

Top Schools in 2020-2021 Other Speech Points Entry • Valley Preparatory School, California • Eastview High School, Minnesota • York Community High School, Illinois

• Volunteering at a summer camp for middle or elementary school students • Working at a team fundraiser • Speaking as part of a religious service

If you have a question about points entry, we’re here to help! Email us at info@speechanddebate.org.

Annie Reisener serves as Membership Manager at the NSDA.

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17

COMMUNITY

NEWS + NOTES Free NSDA Learn Courses

Performance Breakdown: Crafting a Duo Interp Coaches and students can go behind the curtain at the process of putting together a Duo from start to finish. Through script notation, video, and narration, 2019 Duo finalists Ethan Gambriel and Tyler Simpson share the story behind the cutting, blocking, practicing, and performing of their piece, A Tiny Miracle With a Fiberoptic Unicorn.

Calendar of Cultural Observations

Intro to Coaching: Dramatic and Humorous Interp Find considerations for selecting literature, sample cuttings, activities for characterization, warm-ups, and more in this course authored by Hall of Fame members Meg Howell-Haymaker and Deborah Simon.

Intro to Coaching: Program Oral Interpretation

Dive deeper into coaching POI with esteemed coach Renea Moss. Coaches will learn to: • Explain the purpose, key terms, and general rules of POI to students.

• Assist students in finding, refining, and defining an argument for their piece.

• Lead students in starting a cutting and shaping a character’s look and mannerisms.

• Demonstrate the proper way to handle a binder.

Explore these and other courses online by visiting www.speechanddebate.org/learn.

Latest Newsletters We send periodic updates to coaches, district leaders, students, and alumni to keep our members informed about what is happening in the speech and debate community! To check out recent newsletters or sign up to receive future emails, visit www.speechanddebate. org/newsletters.

This annual calendar has been created to help coaches and teams plan their speech and debate seasons in a mindful manner. Using this calendar, coaches and teammates can note important upcoming cultural observations and the implications they may have on members who celebrate them. Access the calendar via www.speechanddebate.org/inclusion.

Recent Board Minutes The minutes from the Board of Directors’ Fall Board meeting and September Competition Rules meeting are available online at www.speechanddebate.org/minutes-archive.

Policy Debate Topic Selection Member students and one chapter advisor per active school are invited to rank the final two Policy topic resolutions offered for 20222023. A synopsis of the topic areas is available online at www.speechanddebate.org/topics. Voting concludes December 15, 2021.

Postage Report The NSDA submits an annual postage report for Rostrum as required by the United States Postal Service. Visit www.speechanddebate.org/2021postage report for details.

Questions? We’re here to help! Email info@speechanddebate.org or call (920) 748-6206.

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I AM A NATURALLY CURIOUS PERSON, AND THIS ACTIVITY AFFORDED ME AN OPPORTUNITY TO EXPLORE THAT CURIOSITY. EVEN AT THIS STAGE OF MY LIFE, HAVING BEEN INVOLVED IN SPEECH AND DEBATE FOR A LITTLE OVER A DECADE, THERE ARE STILL THINGS THAT I’M LEARNING, AND THAT’S WHAT I LOVE ABOUT IT. AS A COACH, I NOW GET THE OPPORTUNITY TO SHARE THE POWER OF WHAT THIS ACTIVITY CAN DO FOR PEOPLE WITH MY OWN STUDENTS.

JOHN SAMQUA USD 345 High School, KS – Class of 2012 One-Diamond Coach at Hayden Catholic High School, KS

W E A R E S P E E C H & D E B AT E www.speechanddebate.org

COMMUNITY

NATIONAL TOURNAMENT UPDATES Our annual high school National Tournament will be held June 12-17, 2022, in Louisville, Kentucky. Read on for new details about qualification and events as well as plans for the middle school tournament.

Details are tentative and subject to change. More information will be available in early 2022.

Pilot Events Continue

Original Spoken Word Poetry, presented by The Delores Taylor Arthur School for Young Men, and the Pro Con Challenge will again be piloted as supplemental events at the high school 2022 National Tournament and as main events at the 2022 Middle School National Tournament.

Students who don’t qualify through their districts still have a chance to attend Nationals! We will hold a free lastchance qualifier online May 5-8, 2022. Top-placing entries in each main event will qualify to compete in that event at the 2022 National Tournament. There are no entry fees to attend. Participating schools must have attended their district tournament to be permitted to enter students in the last-chance qualifier. Participating students must be districtseligible and must not have qualified in any event at their district tournament.

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www.speechanddebate.org/nationals

ROSTRUM | NOVEMBER/DECEMBER 2021

graphic: vecteezy.com

The 2021 policy that each school can enter up to two non-qualifying students who competed at the district tournament into supplemental events at the National Tournament will be continued in 2022.

Additionally, some supplemental events will be offered as fully online, asynchronous opportunities to create opportunities for non-qualifying students

LEARN MORE

Middle School Tournament Location Change Given uncertainty

Supplemental Qualifiers Continue

Last-Chance Qualifier in May

who do not travel to Louisville, Kentucky.

Additional supplemental events will be offered in-person for any non-qualifier or qualifier who travels to the 2022 National Tournament site.

about travel safety for middle school-aged competitors, the 2022 Middle School National Speech & Debate Tournament will be held fully online. To ensure we maintain the level of rigor and prestige NSDA members are accustomed to, we will offer live debate and live speech, as well as asynchronous speech events. The tournament will take place the week prior to the high school tournament to allow equal consideration and attention.

Elimination rounds will be held, and the best of the best will be named middle school national champions!

See the schedule and learn more:

The Springboard Series for speech and debate is back!

Thanks to the generosity of The Julia Burke Foundation, the NSDA has expanded the free online opportunities available via the Springboard Series for the 2021-2022 school year.

speech and debate events Both speech and debate events will be offered for current high school and middle school students.

after-school scrimmages Several free online after-school scrimmages in October, November, January, February, and March.

Scrimmages are a mix of live and asynchronous events.

weekend tournaments Two weekend capstone tournaments in 2021 and 2022.

The first is December 4!

LEARN MORE!  www.speechanddebate.org/springboard-series

COMMUNITY

TABROOM.COM TIP: NEWLY UPDATED GLOSSARY

by Lauren Burdt

As we continue to work to improve our Tabroom.com self-help resources, we are excited to introduce the newly updated glossary!

The glossary will describe the function of each button and each feature that exists in Tabroom.com for tournament administrators, coaches, judges, and students. There are dedicated pages that describe the function of each button on the account home page for students, coaches, and judges. However, a majority of the glossary focuses on what buttons on the administrative side of a tournament do.

The headers in the table of contents correspond to the main tabs a tournament director sees when they go to the administrative side of the Tabroom.com tournament they are running: Settings, Entries, Paneling, Schemats, Tabbing, Results.

2

The subheadings in the glossary refer to the buttons that appear when you hover over each of these main tabs.

Settings tab

in Tabroom.com

1

3

Corresponding glossary subheadings

When you select a subheading in the glossary, a table of contents will appear that explains the buttons found on each tab (examples on next page).

Lauren Burdt serves as Competition Manager at the NSDA.

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4

Select an item from the glossary table of contents to see a brief description of the function of each option on the page!

Hide Speaker Codes from Registrants - The default is that registered coaches and students will be able to see their speaker codes in advance of the tournament by logging into their Tabroom accounts. This option is used for tournaments who want to disable registrants from knowing codes in advance. This option will need to be turned off the day of the tournament to enable students and coaches to know their codes.

Closed tournament: admin staff registers - This option will disable all online registration. Entries and judges will instead need to be entered manually by a tournament administrator from the Entries menu.

Test tournament, not public - A “test” tournament will not appear on any of the Tabroom calendars and will enable features that allow you to quickly generate “fake” entries, judges, and results. This can be useful when experimenting with Tabroom, but it should never be enabled for a real tournament.

Waitlisted entries still hit double entry limits - If you have set entry limits for any event (at Settings > Events > Registration), the default is that coaches can enter waitlisted entries beyond that cap, and those waitlisted entries do not abide by tournament rules regarding double entry. Enable this setting to ensure waitlisted entries cannot be double-entered in events that your tournament settings prohibit.

Ask for refund information - This option will ask registrants to enter refund information during registration. On the General tab of a school’s registration, Tabroom will ask who to make refund checks payable to and the address to send refund checks.

Refund information can be collected at Entries > Reports > Refund Mailing Information.

NSDA Paid Members only - Toggle to only allow NSDA paid member schools and students to register.

Publish list of registered schools - Toggle to display list of registered schools on tournament’s public-facing Tournament Info page on the Entries tab.

Corresponding glossary table of

contents for Settings » Tournament

Example of glossary content from the

Settings » Tournament » General tab

To access the glossary and learn more about Tabroom.com features and support, visit http://docs.tabroom.com.

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RESOURCE ROUNDUP

START HERE: TEACHING MIDDLE SCHOOL INTERPRETATION

SAMPLE PLAN LESSON 4: THEME IN CUTTING TOPIC:

Insight:

How to Find and Use Theme in Your Cutting

Essential Question + Objectives By the end of this lesson, students will be able to identify a Theme in their cutting and create a Theme Statement.

By now, students have cut their literature, ensured they have a story arc, and are fairly confident of the story they want to tell. Before students can create their introduction, however, they need to understand Theme and its role in Interp. Additionally, by creating a Theme Statement now, writing their introduction will be much easier.

1. What is “Theme”?

2. What is a “Theme Statement”?

3. How do you create a Theme Statement for your cutting?

ONE-DAY LESSON 5-10 minutes

HOOK

When performing, articulation is important. This warm-up is designed to “warm-up” articulation.

Write each sentence (below) on the board. Have students get in a circle around the room. As a chorus, read each sentence slowly and clearly at least three times, being very conscious of articulating each sound in each word. These are not meant to be tongue twisters, so don’t rush.

•

Vivid, livid, vivifying. Vivid experiences were lived vicariously.

•

Oddly, the ominous octopus remained calm.

•

The pod will rot if left on the rock.

•

Thoughtful thinkers think things through.

To mix things up, have students vary the inflection on certain words, or use an accent to sound very snobby as they read the sentences.

BODY

30-40 minutes

1. Use the Google Slideshow (https://bit.ly/3F4BGG2) to give direct instruction. There are additional notes in the speaker notes, including when to click in order to have more information show up on the screen, or to have the videos begin to play.

NATIONAL SPEECH & DEBATE ASSOCIATION • www.speechanddebate.org • LESSON 4: Theme in Cutting | iv 24

ROSTRUM | NOVEMBER/DECEMBER 2021

TEACHING MIDDLE SCHOOL INTERP

Save time in class or at practice with our grab-and-go lessons to introduce Humorous, Dramatic, and Duo Interp to young students.

Introduce the concepts of theme, story arc, and character building, guide them through their cutting, help them hone their performance, and assess their knowledge along the way.

NAME:

SAMPLE PLAN LESSON 4: ThEmE iN CuTTiNg

ASSIGNMENT THEME STATEMENT

the Theme Stateme for Theme. Then, write to analyze *your* cutting Use the prompts below introduction.

Statement as part of your You will say the Theme

START HERE: TEACHING MIDDLE SCHOOL INTERPRETATION

(continued)

TOTAL POSSIBLE POINTS:

35

1. Book Title (2 pts.): pts.): 2. Three Possible Themes (6

3. Chosen Theme (2 pts.): 4. Explain how the title indicates

Some examples of Theme Statements students may create: •

Dust Buddies: Bravery is rewarded. Friends are brave. Friends stick up for one another no matter what.

•

Runaway: Friendship forgives hurt. Friends don’t give up on friends. Loyalty is a part of friendship.

2. As students work on their small group and individual Theme Statements, circulate and answer questions. Some students may have difficulty with this assignment, even with the scaffolding provided.

•

Lessons Learned (2 pts.):

•

Struggles (2 pts.):

•

Motivations (2 pts.):

your chosen Theme (2 pts.):

, emphasizes, or hints at

characte 5. Character: List the main

the 6. Point of View (POV): Using

r’s lessons learned, struggles

, and motivations that relate

r’s comments/ some of the main characte main character’s POV, list pts.) by the main character. (3 rs, and any lessons learned

7. Symbols, Allusions, Patterns •

Symbols (2 pts.):

•

Allusions (2 pts.):

•

Patterns (2 pts.):

: List any symbols, allusions

, or patterns that relate

information above to write

5 minutes

NAME:

https://bit.ly/3olMUA7

3. True or False: The book or story’s theme will always be stated very clearly. (False – it is almost always implied)

VIDE O “DUST BUDDIES ”

Theme Possibilities: Title: Explain how the title

2. True or False: There is only one theme per story or book. (False – there are several possibilities)

for your cutting (6 pts.).

ate.org • www.spee chanddeb DEBATE ASSOCIATION NATIONA L SPEECH &

Have a quick review using the following questions: 1. True or False: Theme is a debatable concept. (True)

to the Theme.

your Theme Statement

WHOL E CL ASS THEM E STATE MENT PRACT ICE:

CLOSURE

to the Theme.

thoughts about other characte

8. Theme Statement: Use the

3. Have students keep the Theme Statement practice sheet until their Theme Statement assignment has been reviewed by you. If there are areas that need to be revised, having the practice sheet may help students in understanding how to revise in their own Theme Statement.

nt you will use.

Character: List the main

might indicate, emphasi

ze, or hint at the chosen

character’s lessons learned,

Theme.

struggles, and motivations

that relate to the Theme.

Plot: Use the Plot Pyramid to outline the plot. Be sure to include significant events and how conflicts are dealt and conflicts that occur, with or resolved.

Point of View: Using the main character’s POV, list some of the main characte other characters, and any r’s comments/thoughts lessons learned by the main about character.

4. Give an example of a theme in Dust Buddies. (Answers will vary) Symbols, Allusions, Patterns

: List any symbols, allusions

5. Give an example of a theme in Runaway. (Answers will vary) 6. True or False: A Theme Statement is a paragraph. (False – it is a single sentence)

Theme Statement: Use the

, or patterns that relate

information above to write

your Theme Statement

to the Theme.

for “Dust Buddies.”

7. True or False: A Theme Statement is a command. (False – it is a declarative sentence) 8. True or False: A Theme Statement contains the chosen theme for that story. (True)

NATIONA L SPEECH & DEBATE ASSOCIATION • www.spee chanddeb ate.org

9. True or False: A Theme Statement gives a rationale or reason why. (True) 10. Why do you analyze the cutting before creating your Theme Statement? (Answers will vary, but should include the idea that looking at various aspects and ideas in a cutting helps in analyzing whether the chosen theme actually fits the story being told, and in creating a well thought out Theme Statement that more fully encompasses that story)

NATIONAL SPEECH & DEBATE ASSOCIATION • www.speechanddebate.org • LESSON 4: Theme in Cutting | v

This Interp collection features nine lessons spanning the course of 5+ weeks of instruction. Download the full series now and stay tuned for more middle school collections later this school year!

NAME:

ICE: E STATE MENT PRACT SMAL L GROU P THEM

Theme Possibilities: ze, or hint at the chosen

Title: Explain how the title

might indicate, emphasi

Character: List any of the Theme.

main character’s lessons

Theme.

ons that relate to the

learned, struggles, and motivati

t events and conflicts that

to include significan to outline the plot. Be sure Plot: Use the Plot Pyramid with or resolved. and how conflicts are dealt

occur,

ts/thoughts

r’s commen list some of the main characte the main character’s POV, Point of View (POV): Using by the main character. and any lessons learned about other characters,

, or patterns that relate

: List any symbols, allusions

Symbols, Allusions, Patterns

www.speechanddebate.org/start-here

VIDE O “RUNAWAY”

https://bit.ly/3mbNTjp

Theme Statement: Use the

information above to write

to the Theme.

your Theme Statement

for “Runaway.”

ate.org • www.spee chanddeb DEBATE ASSOCIATION NATIONA L SPEECH &

ROSTRUM | NOVEMBER/DECEMBER 2021

25

MIDDLE SCHOOL FOCUS

CUTTING A MIDDLE SCHOOL

can revolve around the same theme or be opposite themes to highlight one another, but they are in some way thematically connected. You start with a single poem that you like the most. This becomes your anchor poem; the rest of the works you select for the program will be built around it. A program can be challenging in that it requires you to find different viewpoints and emotional levels that all flow together into a cohesive performance, but for many students, finding those connections is the fun of the event.

POETRY PROGRAM

by Elena Cecil

Choosing a Structure

There are two primary ways to structure your performance based on the way you cut, or arrange, the piece.

• A single source poem is a performance cut

from a single poem. At first glance, using a single poem may seem easier: you don’t have to search for common themes across multiple pieces, but instead can focus all your energy on one work. However, using a single poem has unique challenges. Because the tone is likely to be consistent from start to finish, you may be limited in the number of emotional levels you can build into your performance. You may also struggle to find a poem that is long enough, both in terms of building an emotional connection with an audience and in time. While there is no time minimum in Poetry, you need some time to build the emotions of a piece and connect with your audience. If you can meet those challenges, a single source poem can be very powerful.

• A program

combines multiple works by splicing or weaving them together. In this cutting style at the middle school level, you’d typically use three or four poems, depending on their length. All the poems

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ROSTRUM | NOVEMBER/DECEMBER 2021

Poetry is one of the top ten events nationally, but it’s most popular at the middle school level where it’s ranked among the top five.

How to Cut a Program

• Start the Search for Material. Begin by

searching based on a theme, if you know what topic you’d like to explore, or by reading or watching poetry and going down the rabbit hole to find a theme. Whether you come upon a video, a book, or an author, click through related or suggested material as you explore based on the subjects that pique your interest.

• Choose Your Anchor and Build Around It.

Your anchor poem sets the tone of the program and typically decides the message or lesson you’re trying to convey. Identify one to three other poems thematically linked to your anchor.

Consider the way the style, tone, and length will come together into a cohesive whole. The goal is to strike the right balance of contrast: the program should flow while retaining distinct voices.

• Organize the Material. Put each poem transcript

in a different document so you can focus on one at a time. Find a way to visually differentiate the poems from each other, like text color or font style. Read through each poem, out loud, and gauge where the poem naturally pauses or changes subject/tone. When you find these spots, add several line breaks between the previous section and the section you just created. These are your starter page turns. Keep going until you’ve sectioned the entire poem. Repeat this process with the other poems until each poem is broken into different sections for page turns.

• Cut and Splice the Program. Start with the

beginning of each poem. Which one has the strongest lead in? That’s a great first page. Which one has the strongest tie to the theme? Is it

different from the one with the strongest lead in?

If so, this is the section that will lead into your intro. Now, try to fit a section in between them.

Does it flow easily? These sections open the program and create what’s called the teaser. If it doesn’t flow well, rather than using sections of all your poems in the teaser, consider using just one or two to draw in your audience and lead into your intro. Next, start thinking about whether you want to go in a pattern where you repeat the poems in the same order, no matter what, or if the natural flow requires them to shuffle around a little. This decision depends on the flow and perspective of the poems you’ve chosen. Remember, you don’t have to keep the poems in order. As long as the author’s intent never changes, the pieces of each poem can be moved around however you’d like.

• Retype the Material. Once you’re happy with

the order, retype the poems in one document and retain the visual distinctions. Typing will help you with memorization!

• Time and Cut. Read the script out loud with

as much inflection as you can on your first run through and time yourself doing so. When you read things in your head, you’re often much faster than when you say them out loud. If it’s over seven minutes and 30 seconds (which it will be), start to trim the program down. Start by cutting out entire sections that aren’t essential to the message, but keep in mind by doing this, you may have to reorder the poems a little. You can keep a separate document with all the things you cut in case you decide to swap them back in later.

• Time and Cut Again. Your goal is to be at about

six minutes and 10 seconds to give yourself enough time for an introduction and any extra inflection that might be added after you’ve become familiar with your program. If the piece is still too long, start cutting individual lines out that may embellish the poem but are not necessary when it comes to building the meaning of the poem.

Time again. At this point, if you’re over time, you’re cutting lines but also individual words and phrases.

You also have the ability to add a limited number of words for transition, clarity, and continuity purposes, if needed, so you can replace some phrases with individual words as long as you stay within the rules outlined in the Unified Manual.

This abridged guide is adapted from our Poetry Starter Kit. Find the full breakdown online! www.speechanddebate.org/poetry-starter-kit

• Write the Intro. Write the introduction after

you’ve spent some time with the piece. You want to connect with your audience during this time by explaining why this piece is important or why they should pay attention to you. Introduce the poems without giving away too much information about the poems themselves. Don’t forget to include the names of the poems and the authors who wrote them.

You also want to give your program a title since you can’t call it the name of just one of the poems. Your program title should tell your audience something about your program but not necessarily be just the theme.

Here’s an intro example from Katie Eckerman, 2019 middle school Poetry champion: “According to a 2015 study conducted by the antiharassment group Hollaback! and Cornell University, a majority of women are first catcalled between the ages of 11 through 17, many of whom before they even begin puberty. This is because some men think the girls are too young to understand the innuendos or possess the linguistic means to fight them. To men, easy targets. But as Sophie Priceman so eloquently explains by using poetry, a linguistic tool all its own, women can understand and verbalize the impacts of the sexualization and fight back against the men whose words attempt to sexualize them. So, by using the poetry For Teenage Girls by Clementine von Radics, Girl Code by Blythe Baird, How Teenage Girls are Like Poetry by Sophie Priceman, and Piñata by Pages Matam—a program: because we are tired of being scared on the streets.”

In this common format, the introduction begins with historical background, introduces the works by name and author, and finally offers a personal connection and the theme statement of the piece.

Elena Cecil serves as an intern at the NSDA.

ROSTRUM | NOVEMBER/DECEMBER 2021

27

FROM THE COVER

S P E E C H A N D D E B AT E :

A ConfidenceBoosting Adventure

by Amy Seidelman

I

f you grew up in the ’80s or ’90s, as I did, you may have been a target consumer for the Choose Your Own Adventure book series.

In this series of books, the reader operated as the protagonist and was continuously offered choices that led to the next part of the story, eventually determining how the story ended. The books could be reread and different choices made, resulting in different plot twists and finishes.

These books gained popularity because they put the reader (usually a youngster) in the driver’s seat. Instead of reading along passively, at the whim of the author’s decisions on behalf of the protagonist, the reader has options.

Likewise, there is an

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immense amount of student agency available in the activity of speech and debate—hence, the theme of this issue of Rostrum.

While speech and debate events hone many skills, including a plethora of academic and social-emotional abilities, students most often comment on things related to (unbeknownst to them) the 4Cs of 21st century learning: communication, collaboration, critical thinking, and creativity.

We hear things like: “I’ve made so many new friends...”

“I’ve found a place to belong...”

“I’ve learned how to make a good argument...”

ROSTRUM | NOVEMBER/DECEMBER 2021

“I can think for myself...”

“I know how to share my thoughts and ideas...”

“I found my voice...”

“I overcame one of my biggest fears...”

“I found a safe space to express myself...”

“I learned things that will help me be who I want to be in the world.”

The 4Cs are extremely important. But what speech and debate holistically offers students, when you tie them all together, is an increase in competence in each of these areas that leads to a profound new sense of confidence, or what’s commonly referred to as the confidence/ competence loop.

As students grow their speech and debate skills, their fear of speaking and sharing their truth decreases and their confidence spikes.

As their confidence grows, they also get better and perform better. This process of eradicating fear is directly related to the coaching and participation opportunities students receive. Confidence isn’t a personality trait. It is born out of action. We can’t develop competence (and eventually, confidence) until we try something.

The many ways in which a student can participate in speech and debate open up so many doors for the confidence/competence loop to work its magic.

Choosing which events to do, finding pieces, selecting speech topics, developing

practice habits and research methods—these choices, like the reader’s choices in the Choose Your Own Adventure series—are empowering.

The acts of creating arguments, interpreting literature, navigating a student congress, memorizing something to the point of perfection, or understanding what it takes to prepare a wellconstructed speech with limited preparation—all represent different paths to take and give students the opportunity to understand and embrace their strengths and weaknesses.

Students and adults alike understand things better when they have the opportunity to explore them from different perspectives. As a high school student, I primarily

did Lincoln-Douglas Debate and U.S. Extemp. On my college speech team, we were encouraged to try everything. In addition to Extemp and Impromptu, I did every public address event with the exception of After Dinner Speaking— an adventure path best skipped over in my case.

Eventually, Rhetorical Criticism became my “favorite” event. But I also did Duo, Poetry, and Program Oral Interpretation. Despite acting in many plays as a kid, these events didn’t come naturally to me and weren’t events I expected to qualify to national tournaments. However, exercising that part of myself on a regular basis and learning what it felt like to emote and share personal perspectives

gave me a much better appreciation for that type of speaking. It helped me learn, as an adult, that it’s not just about sharing my expertise—that I can be comfortable with vulnerability in front of others, as well as entertain moments of emotion in groups that might otherwise feel unnatural.

If one could wrap up all the potential life skills available across the spectrum of speech and debate events, it would represent the best of all gifts. Specializing in an event builds a depth of knowledge and meets the needs of some students through deep dives into those skills. The

chance to explore and find different ways to build competence and confidence also makes the activity more accessible and impactful.

That doesn’t mean a program needs to offer every event under the sun, which is too much to ask of a single coach.

Within a smaller range of event options—even within a single event— students can master specific elements of their craft, whether that’s research, rebuttal skills, or advocating for something

they care about. Deep topics allow for myriad angles of exploration and stretching to attempt different speech writing or argumentation approaches.

The interconnected nature of confidence and competence means that developing both is an ongoing process.

Adults, from the start, believe in students and let them know it. Adults encourage students to try (and try different things) and provide a safe space in which to do so.

Schools play a critical role in this process by offering speech and debate programs and supporting coaches, thereby giving students the resources they need to accelerate their learning and competencebuilding. Coaches and teammates encourage students to stick with it by helping them recognize their growing skills as they learn, win or lose.

Every student’s speech and debate adventure will have a different ending. What matters most is their engagement with the path that gets them there.

Amy Seidelman serves as Assistant Executive Director at the NSDA.

ROSTRUM | NOVEMBER/DECEMBER 2021

29

COMMUNITY

Students from Amerigo A. Anastasia Elementary

School (NJ) showcase their speech and debate pride.

M CENTERING STUDENT VOICES

by Grace Rogers

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ROSTRUM | NOVEMBER/DECEMBER 2021

ark your calendars!

National Speech and Debate Education Day is just a few months away on March 4, 2022!

While our celebrations have remained strong over the past few years, we’re excited at the possibilities that 2022 brings. Many of us have been separated from our classmates, coaches, and community members, but this year offers us a chance to

reconnect. We’re excited for all of you—especially younger students who haven’t been part of the national day before—to join us as we celebrate in new ways this year.

National Speech and Debate Education Day is our chance to celebrate and promote speech and debate educators, inspire students, and transform the classrooms of tomorrow. The NSDA

Plano East High School (TX)

students celebrate the day.

I was always a nervous wreck

when it came to talking in front of people, but joining speech and debate has given me such a confidence boost both in myself and in my writing and has helped me out so much. I’ve made so many new friends and have learned how to be able to speak my opinion and make a good argument. I’m so glad I joined.”

is proud to help schools around the country celebrate this day by offering a toolkit that includes information and promotional materials.

This year, we’re revamping the toolkit to center the voices of students and honor their dedication to speech and debate. We’re excited to provide even more ideas on ways to make March 4 the best it can be!

One way to center student voices is to encourage them to enter the National Speech and Debate Education Day Poster Design Contest! The contest is open now, so visit SpeechAndDebateDay.org for rules and to submit a poster.

The winning student’s design will be printed and distributed to schools around the country as part of the team toolkit! We encourage students to draw from their own experience, passion, and creativity while designing their poster.

Whether it’s hand-drawn, created digitally, or made

CONNECT WITH US ON SOCIAL MEDIA!

— CHYNA SNYDER, NORTH MEDFORD HIGH SCHOOL (OR)

ROSTRUM | NOVEMBER/DECEMBER 2021

31

IT’S EASY!

Here’s what you can do on National Speech and Debate Education Day on March 5.

1 TELL US YOUR SPEECH AND DEBATE STORY!

However speech and debate has benefited you, we want to hear it. Visit www.SpeechAndDebateDay. another we want to and Submit at org toway, submit your story, we mayyour use itvideo to help speech and debate nationwide! seepromote it!

SpeechAndDebateDay.org.

Teams can also build excitement for the day by submitting videos of team traditions, stories, or other reasons they love speech and debate! Your videos may be used on the NSDA’s social media or in other promotional materials. We want to see your best pen flip, your wackiest warm up, the story of your favorite speech and debate moment, and more.

2 TELL YOUR FRIENDS! Use your personal or

team pages on social media to share how speech and debate has impacted you. Make sure to use At the end of the tagtoustag @speechanddebate to #WeAreSpeechAndDebate and us! day, the best part of our share your story!

Of course, one of the celebration is hearing You can sign up for most exciting moments from students, coaches, your toolkit now at is when the Senate alumni, and supporters SpeechAndDebateDay.org, recognizes National about what speech and and you’ll receive it when AND DEBATE HONESTLY Speech and Debate SPEECHdebate means to them. HASthey begin being mailed Education Day on the Your stories out Iin WAS January. Thanks for CHANGED MY inspire ENTIRE LIFE. floor of the United States countless people to find a ACTUALLY MUTE WHEN I celebrating WAS with us on Congress. Last year, we platform where they can March 4, 2022—we’re sure YOUNGER AND SPEAKING OUT had more co-sponsors of use their voice—whether it will be a great return TERRIFIED ME. AND I WAS TOLD TO the resolution than ever that’s speech and debate, of National Speech and JOIN SPEECH AND DEBATE. before. We’re already or another way to speak Debate Education Day! working on this year’s about their passion.

KIMBERLY LEE resolution, so stay tuned The words you shareHigh School, New Jersey Summit Grace Rogers serves as closer to March for the matter.2018 Use Dramatic the hashtag Interpretation champion Marketing Communications Specialist at the NSDA. official declaration! #WeAreSpeechAndDebate or

“I love speech and debate

“I love speech and debate

“I love speech and debate

“I love speech and

because it gives me a place

because it taught me to

because it gives me an

debate because it gives

where I have a family. It

speak up about what

opportunity to meet

me the opportunity to

gives me opportunities that

matters, while retaining that

new friends, learn more

express myself in a way

I wouldn’t have had without

eloquence and confidence

about myself, and get more

no other extracurricular

the way the program has

even when there isn’t the

involved in my community.”

activity does.”

shaped me.”

heat of competition.”

– Juliet Geffre

– Ragina Macias

– Emily Dennery

– Caitlin Marsch

Additional free resources, including posters, fundraising tips, templates, and more are available at www.SpeechAndDebateDay.org.

9

NATIONAL SPEECH AND DEBATE EDUCATION DAY | www.SpeechAndDebateDay.org

Member students can submit a poster for the 2022 National Speech and Debate Education

Day Poster Contest! The winning poster will be included in celebratory toolkits sent to teams across the country and available to download online. Encourage your students to submit a design by November 19. Visit www.SpeechAndDebateDay.org for details.

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ROSTRUM | NOVEMBER/DECEMBER 2021

#WeAreSpeechAndDebate

CELEBRATE SPEECH AND DEBATE WITH US! N ATI O N A L

SPEECH

NATIONAL SPEECH AND DEBATE EDUCATION DAY recognizes all of the people who make this activity possible—students, coaches, educators, parents,

MARCH 4, 2022

www.SpeechAndDebateDay.org

AND

DEBATE

and every supporter! Join us in honoring this activity

EDUCATION DAY

and the countless students and supporters who participate by celebrating on MARCH 4!

Each year, the United States Senate passes a resolution in honor of National Speech and Debate Education Day.

A new online platform from the NSDA

NEW IN 2021-2022

NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost.

Host tournaments using either Tabroom.com or SpeechWire OUR PRIORITIES:

• Participant security • Low-cost option • Simple, integrated user experience

Campus with Observers Purchase Campus with Observers rooms for divisions where you wish to permit coaches to observe rounds. Coaches may designate observers on their school tournament dashboard on a per-entry basis. Those observers can then enter rooms from the tournament dashboard.

• Due to technical limits on the number of participants in NSDA Campus rooms, Campus with Observers is limited to two observers per entry in Debate events or one observer per entry in IE/Speech events. Campus with Observers cannot work with Congress.

• An event or division using Campus with Observers must do so for the entire tournament—e.g., it cannot be used for elimination rounds only, etc. Campus with Observers rooms are $12 per room per day.

To date, NSDA Campus has provided more than 100,000 rooms!

PER ROOM, PER DAY VISIT:

www.speechanddebate.org/nsda-campus

Q &A

STUDENT SPOTLIGHTS

WITH ARIZONA SPEECH AND DEBATE STUDENTS

Emma Claus

Ava Claus

Sunnyslope High School, AZ • Class of 2022 Favorite Event: Congressional Debate

Sunnyslope High School, AZ • Class of 2022 Favorite Event: Congressional Debate

What do you like best about speech and debate?

What do you like best about speech and debate?

My favorite thing about speech and debate would have to be the people. There’s not another activity where someone can engage in such deeply insightful, important conversations, and the forensic community is composed of some of the kindest, brightest people I know.

One of the main reasons I love speech and debate is how much I’ve learned from it. I love coming up with creative ways to solve issues like poverty and climate change, and discussing sustainability in my Congress rounds led me to discover my love of environmental science. The variety of topics discussed across all events means that I leave every tournament having learned something new.

Have you tried any other speech or debate events?

What did you gain from that experience? At Nationals in 2020, I was fortunate enough to get to octafinals in Storytelling!

Competing in Storytelling allowed me to explore acting, something I had previously never done. It was also an opportunity to practice how to drastically switch my audience, as pretending to perform for children is much different than performing for forensic community intellectuals.

What advice would you give to another student interested in giving back to their team or community? The forensic community is one of the strongest, most loving communities I’ve ever seen, but we still have a long way to come before bias and discrimination stop pervading our circuits. Work hard to make speech and debate a safe space so that all can reap the rewards of such an empowering, life-changing activity.

compiled by Vicki Joss, Publications Manager at the NSDA

36

As we prepare to host Nationals in Phoenix in 2023, we spoke with several local seniors who are forging their own path through speech and debate and giving back to their community along the way.

ROSTRUM | NOVEMBER/DECEMBER 2021

Have you tried any other speech or debate events?

What did you gain from that experience? Speech and debate is an amazing activity in part because of the variety of events you can try. My best piece of advice is to try anything and everything, even if you think you’ll be bad at it! I was pushed into Extemp my sophomore year and ended up loving it—you never know what hidden talent or passion a certain event might reveal in you.

What advice would you give to another student interested in giving back to their team or community?

As co-captain of my school’s team, I’ve helped a lot of novices grow in their confidence and skills. I also prioritize being friendly in-round, especially to schools that are new to competing. My school is known for having a strong presence in Congress, so we’ve helped a lot of smaller/ newer teams learn what Congress is and how to be successful. In sum, my best advice is to look for problems you want to address or areas you’d like to see improvement and tackle them head on.

“I would encourage all competitors to self-reflect on their privilege and actions within our speech and debate spaces. No one is perfect, so it’s absolutely vital to welcome criticism and keep working toward a place where all marginalized students feel included and even more decide to join this activity.” — Mia Lupica

Isaac Kan

Mia Lupica

Desert Vista High School, AZ • Class of 2022 Favorite Event: Congressional Debate

McClintock High School, AZ • Class of 2022 Favorite Event: Lincoln-Douglas Debate

What do you like best about speech and debate?

What do you like best about speech and debate?

I enjoy debate for its competitive aspect—crafting strong arguments and using powerful rhetoric—but I’m passionate about it because debate is about amplifying our voices and empowering others. It’s because of debate that I’ve come to appreciate the strength and necessity of those voices. The debate community is one that supports excellence both in competition and in character.

My favorite thing about speech and debate is the power it has to open up spaces of solidarity for those of us who have gone through common struggles. From a judge telling me her experiences finally felt seen after watching my Program Oral Interpretation about hypersexualization or finding myself crying in the audience after relating to a beautifully done piece on childhood flirting being taken too far—discovering this wonderful community of people who truly understand, or who are willing to do their best to try, is truly what makes this activity worthwhile and gives me the motivation to keep going.

Have you tried any other speech or debate events?

What did you gain from that experience? I competed in Pro Con Challenge this year at Nationals. I really enjoyed how the event allows you to pick any topic of your own choosing and requires that you speak both for and against it, as this allows you to deepen your understanding of that topic by looking into both sides of the issue. There are always two sides to a story, and Pro Con Challenge allows us to tell both.

What advice would you give to another student interested in giving back to their team or community? “Necessity is the mother of invention” is a common adage that tells us when our need for something becomes imperative, we must find a way to achieve it. This same ideology should be the driving force behind how we serve our communities. Being able to identify pertinent issues that you can work to address is the first and most important step to giving back to those around you, and it is the number one thing I’d recommend to anyone looking for service ideas.

Have you tried any other speech or debate events? What did you gain from that experience? At Nationals last year, I tried Original Spoken Word Poetry for the first time! As someone who loves the art of slam poetry, I was super excited to be able to put out a story that was completely my own and didn’t revolve around performing as someone else. Writing my spoken word was a great self-reflective experience, and I was very proud of the story I shared on a national level.

What advice would you give to another student interested in giving back to their team or community?

As president of my speech and debate team, my upmost priority is giving back by teaching our novice members all the skills I’ve learned from past seniors. Many students can’t afford extra help or private coaching in their events, so I would highly encourage students who have had that privilege to give back by coaching others, especially under-resourced teams.

ROSTRUM | NOVEMBER/DECEMBER 2021

37

CHAMPIONS CORNER

JAYDEN ROCCAFORTE Prose and Poetry: Focusing on the Story

by Grace Rogers

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ROSTRUM | NOVEMBER/DECEMBER 2021

O

nly a few can claim back-toback national championships, and fewer still can claim the title from winning two different events. At the 2021 National Tournament, Jayden Roccaforte from Cheyenne East High School in Wyoming joined the club.

Jayden won both of his national championships in supplemental events—his first in Prose at the 2020 National Tournament, and his second in Poetry at the 2021 National Tournament.

“Supplementals—the two that I did, at the very least—are so interesting,” Jayden says. “In other events, you have the full ten minutes to build a story, but I actually really enjoy...bringing it down to the essentials of a story.”

Many students compete in supplemental events for their first time at the National Tournament, and Jayden was no exception.

The 2020 National Tournament was his first time competing in Prose.

“We didn’t have [Prose] as an event we competed in at tournaments throughout the year,” Jayden says.

Of his two national championships, Jayden admits that Poetry is closer to his heart. “I think between the two, I love Poetry a lot more,” he says. “There’s something about slam poetry and a

lot of the videos you see with the emotion put into it. The way they speak is so artistic. It’s unlike any other speech event, in my opinion.”

Jayden’s Poetry performance centered on the discrimination that biracial people face as part of their everyday lives.

He drew from his own experience to create a deeply personal piece.

“The Poetry I did my senior year, that I won Nationals with, is probably the most personal event and piece I’ve done throughout high school,” Jayden says. “I’m so passionate about it. It’s about me being biracial and a mixed race person, and the way people talk to you, and the way they treat you when you are mixed. People romanticize the idea of it,” he explains.

“They say ‘Oh, your skin is so beautiful’ or ‘Oh, you’re so exotic, can I touch your hair? Like, what are you?’

That’s what I built the Poetry around—how that’s dehumanizing.”

Jayden continues, “The fundamentals of how we treat people, racially, starts with small things like that.

They build into higher ideas of discrimination.

That’s what I wanted to talk about in my Poetry—if we let small things like this be okay, then that will only lead people to discriminate further.”

I think supplemental events are really important to make sure as many people as possible are allowed to tell their stories.”

While the vast majority of students qualify for the National Tournament in a main speech or debate event, Jayden believes that supplementals are equally important. For him, it’s all about telling his story, not the format in which it’s told.

“Sometimes supplemental events are underappreciated because everybody goes to Nationals with their main event, and they want to make it to finals in that and be on that final round stage,” Jayden says. “But I really appreciate that

supplementals allow us to get a second chance to compete and speak about things that we’re passionate about. When I didn’t make it as far as I wanted to in my main event, if that had just been the end for me, I wouldn’t have been able to get my message across.”

Jayden’s focus on the story extends beyond his own performance. He speaks openly about the support he offered and received from his own teammates.

“I was on a really big team, so there were a lot

If I hadn’t been able to participate in speech and debate during my four years of high school, I wouldn’t be the outspoken advocate I am now.”

of people who competed in the same events as me,” he says. “At any tournament, if they had broken above me, I would have been so happy for them. There’s something about being in that kind of environment that makes it more about the story and the message of the piece. It’s held at a higher level than winning. Being surrounded by all of those people is what gave me my mindset of not focusing as much on the trophies and how you place. It’s about giving everybody the chance to tell their story and being able to appreciate everyone’s story.”

And at the end of the day, Jayden believes that any competition, even the National Tournament, isn’t about the trophy.

“I’ve seen pieces from my teammates that have changed my perspective on how I view certain groups or minorities and the way different people are treated,” he says. “It’s a give-and-take with your teammates and with the competition as a

whole, with people from other schools and their messages. That’s what speech and debate is all about for me. It’s about people spreading their messages and creating this interconnected web of everyone’s different passions.”

More Ways to Qualify to Nationals High schools can enter up to two non-qualifying students who competed at the district tournament into supplemental events at the National Tournament again this year! Some events will be offered online, and some will be offered in person, so there’s something for everyone. We’ve also added a last-chance qualifier this spring! Visit www.speechanddebate. org/nationals for details.

Grace Rogers serves as Marketing Communications Specialist at the NSDA.

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COMMUNITY

Creating Team Cohesion and Building Collective Skills

by Cameron Kettles and Miles Wang

World Schools Training Tips

DEBATE

USA Debate members show their team spirit while meeting and practicing remotely via Zoom.

W

hile USA Debate continues to debate and train online in the fall, the team hopes to be in person for some spring events.

The 2021-2022 team was announced on August 26. The new team normally would begin the year in Dallas for team bonding, introductory training, and the first competition together at the Greenhill Fall Classic.

Online, the usual bonding activities like ice skating and escape room trips were replaced by Kahoot and Gartic Phone (both free and online!).

Before the tournament, USA Debate alum Aditya Dar (’17) taught the team nuances of each speech,

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introduced the British Parliamentary Debate format, and explained how to construct offensive cases. Slovenian debate virtuoso and international debate instructor Miha Andricˇ led a workshop on extensions and weighing.

Finally, Head Coach and Team Manager Cindi Timmons and Head Coach Aaron Timmons helped the team understand reverse engineering and the strategic importance of using both offense and defense on the bench as we move into the year’s first competitions.

Team USA Blue, which consisted of Cameron Kettles (’22), Diego Castillo (’22), and Jennifer Lin (’22), went on to champion the Greenhill Tournament

ROSTRUM | NOVEMBER/DECEMBER 2021

after a close final round versus Greenhill Green.

Six members of the team were also ranked among the top ten speakers.

Cameron Kettles was the top speaker, Diego Castillo was fifth, Jennifer Lin was sixth, Kate Drum was seventh, Hannah Heeger was eighth, and Miles Wang was tenth.

In early October, the team competed in the inaugural North American Scramble to learn from debaters from Canada, Zimbabwe, Hungary, the Netherlands, and Singapore. Mid-November, the team will compete in the first international competition of the year, the EurOpen 2021 Online tournament hosted by Debating Society Germany.

Training and incorporating new team members after the summer can feel like starting from scratch. USA Debate members have discovered many activities school teams can employ to create team cohesion and build collective skills.

Try British Parliamentary practice rounds.

A British Parliamentary round consists of four teams of two debaters each: Opening Government, Closing Government, Opening Opposition, and Closing Opposition.

Although the government teams argue in favor of the motion, they are still ranked separately and want to show why they are individually

the best in the debate.

Each speech is seven minutes long, and there is 15 minutes of prep.

Although it is a slightly different style of debate, the team has found it sharpens argumentative skills like no other activity.

Because the preparation period is only 15 minutes, each person is pushed to generate nuanced arguments in a quicker period and discuss round strategy. The opening and closing sides have different roles in the debate, as the closing teams have to bring new and unique “extensions” and prove why that is the winning impact, something useful for third arguments in World Schools.

Practice, practice, practice impromptu prep.

Practice with a small team at first to establish base comfort—you want the team to be a unit where everyone knows each other’s quirks and can use that to promote prep efficiency. There is no one prep structure that is the best for all teams, and that’s why it is good to get to know each other.

One useful prep drill is to take a side of a topic

and have each person spend five minutes thinking of every argument possible.

Go around and share one argument until no new arguments are made. USA Debate members find this helpful to stretch the team’s thinking about how many arguments exist for any one topic. This is also a good exercise when the team finds itself unable to come up with third substantive ideas during the round and forces people to think of every stakeholder.

healthy level of sass is always engaging.)

One nontraditional round we did as a team before the World Schools Debating Championships focused on, “In the event of first contact occurring between humans and extraterrestrial life (aliens) on Earth, this House believes that humans should react immediately with preemptive force.”

The topic helped bring life back to our debating styles after doing many rounds in a row.

Rotate speeches.

Plan your strategy before a prepared round starting from the reply.

It is very important to not get locked into doing one speech. Although it may be good to have a speech you prefer and a set line-up for elimination rounds, ensuring you are wellversed in doing all different speaker positions improves one’s round vision and argumentation overall.

Do fun rounds on nontraditional debate topics.

This drill helps energize the team and have fun while still practicing! It also helps build style in personality that should be used during tournament rounds. (A

Reverse engineering is an excellent strategy to ensure you are covering all of the important stakeholders and clashes in the round and your team narrative is cohesive.

After creating the case and preparing rebuttal, have the reply speaker give a practice reply on what they envision will be the winning issues of the round. By discussing

and revising it afterward, the entire team is on the same page and ready to win! The reply during the round won’t be the same as before, but if all goes well, it will be similar.

Always time speeches out loud and for the rest of your team.

We know this is basic, but hearing a case makes you notice different things than just reviewing it on paper. Maybe one warrant is lacking, or the intro doesn’t quite fit the tone of the case. Determine the appropriate speed at which you should speak and allocate anywhere from 30 seconds to one minute of speech time for answering POIs. As a team, USA Debate tries to make proposition cases six-anda-half to seven minutes long and opposition cases anywhere from four to six minutes long, depending on how much refutation is integrated in the substantive arguments.

Cameron Kettles is a senior from Greenhill School in Texas. Miles Wang is a senior from A. W. Dreyfoos School of the Arts in Florida.

Learn more at www.speechanddebate.org/usa-debate.

ROSTRUM | NOVEMBER/DECEMBER 2021

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Leverage your speech and debate experience to demonstrate you possess the most in demand skills.

Stay tuned for details and dates on webinars like using speech and debate skills to land your dream job, leveraging speech and debate experience in graduate school applications, and exclusive speaker series.

You know how important speech and debate was to your journey—you lived it. Share your story and inspire others to start their journey.

Your words help support the vision to provide speech and debate in every school.

Share your expertise with current speech and debate students. Your engagement will change lives.

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COACH PROFILE

PEDRO SANCHEZ-VILLA ‘His work is contribution that makes life better’

by Vicki Joss

[My coach] helped me find my voice and gave me the space to amplify it. I love what this activity has done for me, and I am excited to continue giving back.”

— Pedro Sanchez-Villa

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When 24-year-old Pedro Sanchez-Villa was named the 2021 NSDA Assistant Coach of the Year, the news took him by surprise. “I never could have imagined my name even coming up in the conversation,” he demurs.

However, as Pedro’s students, members of the Kentucky District Committee, and Trinity High School head coach Amy Zuccaro will all tell you, Pedro is very deserving of the honor.

In her nomination letter, Amy quotes Robert F. Kennedy: “The purpose of life is to contribute in some way to making things better.” In fact, she says, Pedro fully embraces that noble purpose.

“He reinforces to all our students that they are important, that their voices should be heard, and most importantly, that they can use their voices to help advocate for change.”

Pedro considers Amy his biggest mentor, supporter, and critic. “I could never have imagined that speech and debate would change my life as much as it did when I first started competing,” he says. “Amy helped me find my voice and gave me the space to amplify it. I gained so much confidence.”

When asked how and when he decided to become an assistant coach, Pedro says, “I had graduated from Trinity and used my first years out focusing on my career plans and what I wanted to do with my life—a daunting question for any 18-year-old. Amy asked me multiple times to help students on the team with practices and reviewing cases, and I kept finding myself saying ‘yes’ to her. It was something I loved doing. When Amy approached me about

and national candidates and began participating in smaller local elections. “Along the way, I met some great individuals who gave me the opportunity to participate in climate activism the last few months of 2019 into early 2020,” he explains.

That deep sense of activism is contagious, Amy says. “Pedro has sparked a sense of voice, of confidence in self, of activism in the students on our team. As a coach, I can think of nothing more rewarding than to see one of my students give back in such a way. The world is better because Pedro is in it. But most importantly, our students are better for having him as a coach.”

Vicki Joss serves as Publications Manager at the NSDA.

Being a past debater, Pedro knows what people struggle with, how to help them, and when to try different methods. He is patient and gives constructive criticism to help improve our abilities.”

— Joseph Eng (’23)

Pedro has no problem pushing us outside of our comfort zone, which I love because it makes me a better debater. I always walk out of practice feeling as if I accomplished something.”

small—maybe a half-dozen kids in any given year­. I think the size helps the students remain focused and unified on their own goals as well as the team’s overall goals.”

For Trinity’s Latinx students in particular, Pedro’s ability to easily communicate with them in Spanish has helped break their sense of isolation.

“The relationships I have developed with students have been amazing, and I am so grateful for the opportunity to be their mentor,” Pedro says.

In addition to coaching speech and debate, Pedro has remained interested in politics since middle school.

“My first campaign was in 2015 with Jack Conway, the Democratic candidate for Kentucky governor,” he says. “From there, I understood what I really loved more than anything was having conversations with individuals about the problems they were facing in everyday life.”

After that, Pedro pivoted away from gubernatorial

becoming the assistant coach a couple years ago, it was another easy ‘yes.’”

Amy consistently praises Pedro’s commitment and work ethic. “He works tirelessly, going above and beyond expectations, just so our students can have the same experience he did.”

In turn, Pedro’s students truly appreciate the level of encouragement he gives them as their assistant coach.

“Pedro is always very patient and understanding,” says junior Ben McBride. “Any time we are struggling to do something in practice, or we aren’t doing a great job, he will show us how to do something better while being very courteous. It makes my experience and day that much better.”

Junior Joseph Eng agrees. “Pedro is an influential person in my life and a pleasure to be around. His past experiences and obstacles in speech and debate allow him to give insight into my journey, which has helped me immensely.”

Pedro admits, “An all-boys Catholic high school is an interesting environment to coach speech and debate. Our team has always remained

I can think of nothing more rewarding than to see one of my students give back in such a way. The world is better because Pedro is in it.” — Amy Zuccaro

— Ben McBride (’23)

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TEAM PROFILE

SANDY HIGH SCHOOL

Empowering Student Leaders to Find Their Path What was your first experience in speech and debate?

Oregon’s Chris Meyers talks about preparing students for success through speech, debate, and mock trial.

I have been coaching since I was 18—more than 40 years. I started out coaching sports (volleyball, basketball, and tennis), then added mock trial nearly eight years ago, followed by speech and debate two years later.

I first coached mock trial in 2014. My son was a senior and no one else would do it. I didn’t want him to lose his senior year, so I said yes. It took one practice and I fell in love with it.

Mock trial students from Sandy High School pose in front of the Golden Gate Bridge pre-pandemic.

Tell us a little about your school and the features that make your team unique.

We are a small school in the large school division in Oregon. We have been very fortunate to have some amazing students as captains of our team who have led us to being a successful program overall.

In mock trial, as far as I know, we have been the only team, at least in Oregon, that hasn’t had an attorney work with

Speech and debate has helped me with social anxiety and given me the ability to think on my feet and formulate arguments on the spot.”

— Jolene Crane (’22)

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them as a full-time coach.

Our kids have had to work extra hard to learn how to be successful.

We have been a very competitive team, and I am always impressed with how well they do and how hard they work.

What do your students gain from participating in other speech or debate events like mock trial?

The students love the team aspect. Unlike sports, there is no superstar—everyone has to pull their weight in order to be successful.

Everyone gets to contribute and everyone works together to make sure they are all ready.

About half of our mock trial and speech kids do both activities.

I love doing mock trial because I believe it helps me practice skills I will be able to use throughout my life, such as public speaking and how to work as a team.” — Lydia Stark (’23) I think this has been a huge advantage for both programs. Students have learned how to use communication skills in a variety of environments, and many have gone on to be very successful because of it. We currently have seven graduates who have taken or are preparing to take the LSATs and looking at careers as attorneys. We have a graduate currently interning in the U.S. Congress as she attends college on a speech scholarship.

In what ways has the NSDA helped you as a coach or as a team?

The Resource Package has been invaluable. As someone who has never actually done speech and debate, it has given me a

ton of information to share with my students and to help me learn about the different events. I would definitely recommend it to other coaches and students!

Do you have any speech and debate mentors? If so, who were they, and what did they teach you?

My mentors have honestly been our team captains.

My first year, I was very fortunate to have a senior who taught me more about speech and debate than anyone else has. She was an amazing leader, and I truly believe was the start to what our program has become. The two captains I have had since then have followed in her footsteps and have been

the number one reason for our program’s success.

wasn’t quite as strong as the year before. Yet we ended up winning our district by two points for the first district title in school history!

What is the highlight of your coaching career?

Another team in the Oregon School Activities Association (OSAA) has won the Mt. Hood Conference district title more than 30 years in a row. Our speech and debate team has been around since 1966 and has never won a district title leading up to our state tournament. Two years ago, we had our strongest team ever, and there was very little doubt we would have won a district title for the first time. However, that tournament got canceled because of COVID-19.

Last year, we went in with a good team, but it

What would your advice be to a new coach in this activity?

Find that person in your program who has the passion to lead and give them free rein to lead the team. Challenge the students to be more than they think they can be and to do more than they believe they can do. It will yield amazing results.

compiled by Vicki Joss, Publications Manager at the NSDA 11/2/21, 10:46 AM

IMG_0699.JPG

Speech and debate has always given me an opportunity to say what I needed to say, without judgment.” — Sydney Sparr (’22)

Members of the— Sandy High School speech and debate team.

Jolene Crane, Class of 2022 https://drive.google.com/file/d/1rNdzLCx_9PAUvxmVnJGW

Lc_mUC54Kkhg/view?ts=61815bfe

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COMMUNITY

Words from the Hall

FROM THE HEART!

by Gail Nicholas

A

s I sit down to write this article, I am trying to come up with some clever device for expressing my thoughts. That’s what I get for being a speech coach! Everything has to be a performance. But, my thoughts turn to just speaking a stream of consciousness from my heart about what speech and debate has meant to me after more than 35 years of coaching. So, here it is, from my heart!

From the Heart #1 Speech and debate has been an important part of my teaching career. It brought me to my husband, Chuck.

It has filled my days and weekends with students. It has been my family. Some of my best friends, who don’t live anywhere near me, are from speech and debate. Speech and debate has given me opportunities to travel all over the U.S. and has allowed me to get out of my comfort zone and experience so much more than what occurs in a classroom.

My team members are “my kids” and reach a status much higher than just being some student to whom I teach government. I remember their names after they leave. I follow their careers. I beg them to come back and judge! I now teach their children. I am touched that they want their children

Gail and her husband, Chuck, both serve as leaders in the South Carolina District.

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to have the same training they had while in high school.

From the Heart #2 Because my sons, Christopher and Benjamin, spent their young lives traveling with the team, I thought they would be tired of the activity before they got a chance to participate. But, in high school, they both jumped into competitions full force.

Both filled shelves at home with trophies, and both qualified for Nationals.

These are especially proud moments in my heart when my own children had these successes.

What I constantly had to remind myself, though, was that my successes could not be wrapped around their successes. And with that in mind, I say, don’t let speech and debate control your family. I am fortunate that

for them, to learn that skill of communication. My success as a coach cannot be judged by the success of my own children. Let them learn the skills (trophies or no trophies) and be proud of them for that. A trophy only reflects a moment of brilliance rather than a lifetime of skill.

From the Heart #3 Speech and debate can be all consuming if I fail to find balance in my life. I tell myself to make sure I get the rest I need each week and to make sure I eat right (with some extra chocolate for good measure). Those judges’ lounges can be the worst place I can be because, for some reason, competitions make us all very hungry.

Although COVID-19 has been very trying for us all, I have found that when I was forced to stay home, I got lots of rest. I have come back feeling better than ever. Yes, rest is the key!

And, do something else besides competitions by having a totally different

hobby to help the mind take a break. I love working in the yard—exercise, fresh air, and beautiful results.

Find a hobby and make time for it.

From the Heart #4 The speech and debate world is quite the conglomeration of people.

What we all need to do is respect that which we see in others. We need to truly listen and work with others even if our life goals and values are different.

To use our words to put down those with whom we disagree is a poor use of the training we all so greatly value. I cannot force anyone to think the way I do, so please don’t try to coerce me, either. I will listen to what you believe as long as you listen to what I believe.

Our students need to see the example of respect to others so that they, in turn, give that respect.

Communication training is not for hurting others, but rather for giving a voice to all. We cannot lose sight of this valuable educational goal.

From the Heart #5 Chuck and I have been at the same school our entire careers. We grew the program at Bob Jones Academy, and we want it to continue when we retire. I want my legacy to be that I left a thriving district in South Carolina that does not depend on me to exist.

I want my school team to continue on. My biggest fear at this point is that when Chuck and I retire, the program at our school will also “retire”—NO! Mentoring and training the next coach is very important. I have watched program after program die after the founding coach leaves. Let’s all pledge to not let this happen at our schools. We all need to make sure our principals and administrators buy into the program and find it just as important as the football team!

I have made it my personal mission to keep my program in the news at my school. After each tournament, Chuck and

The late Billy Tate presenting the Ralph E. Cary Award for Distinguished Career Service to Gail in 2011 in Dallas, Texas.

my husband has the same speech and debate drive that I have. As a matter of fact, he has more drive! But when the boys came along, we had to learn to do what was best for them. Should they go with us? Should they have a normal Saturday watching cartoons? Should they compete? Do we have time for other things?

My youngest son (who is now 28) wisely told me, “Don’t make your children compete. Let them decide on their own.” He did decide to compete. He says he values the experience more now than he did as a high school student. He chose to compete, but he also played sports. We made sure we attended his games and supported the sports world.

If you are a parent, remember that your children are watching your every move and reaction. One caution: because your own children have the “inside scoop” on your actions, be sure you work to make participation desirable, not a chore. There are ways to lure your children into doing things that are good

ROSTRUM | NOVEMBER/DECEMBER 2021

49

Members of the Bob Jones Academy speech and debate team in Greenville, South Carolina.

I give a written report to our principal with all the results. We promote our student successes on our school’s social media. We make sure we announce publicly the team’s successes at school after each tournament.

Sometimes it takes work to keep a program in the news, but this is part of its life blood.

From the Heart #6 A leader in the speech and debate world has to set aside their own successes and desires and do what is best for the group. I learned quickly as a district chair that I had to listen to everyone and make decisions that would be best for the district rather than just for my team or for the squeaky wheel.

Perception is an important concept that must be

50

addressed by a leader. What others perceive about your motives can be very damaging.

Be transparent. Be kind. Learn to guide other coaches in a way that they believe you have their best interest in mind and not your own. Make successful schools feel like you believe in their success, and make small schools feel big and just as successful. Mentor the new coaches and encourage the seasoned veterans. Create a sense of unity and comradeship with your district and state coaches. Be the example of a true volunteer.

From the Heart #7 Finally, be a person of integrity. Others will come to you for leadership and guidance if they trust you.

Know the rules of the game and apply them accurately

ROSTRUM | NOVEMBER/DECEMBER 2021

and fairly. There is nothing more disappointing than to find out that someone you trust was not the person you thought they were. And, it seems the ugly is always revealed. On the other hand, the cream always rises to the top.

To the newer coaches, learn to respect those who are looking out for you.

Jump in and help and learn from those who have been around for a long time. To the veteran coaches, set the example for others to follow. Let them learn by watching you.

In Closing That’s my heart when it comes to speech and debate—no “how to coach” words, no “how to run a tournament” words.

We have lots of good resources on the NSDA website to help with that (and, please use those resources!). These are just a few words from a seasoned coach in the great state of South Carolina who deeply loves and respects what speech and debate does for students and for coaches.

Gail Nicholas is a five-diamond coach, chair of the South Carolina District, and member of the NSDA Hall of Fame.

Learn more about the NSDA Hall of Fame! www.speechanddebate.org/ hall-of-fame

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THANK YOU . . . for unlocking SUPER POWERS in students!

SERENE SINGH THE CLASSICAL ACADEMY, CO CLASS OF 2015

MICHAEL BOLE DREYFOOS SCHOOL OF THE ARTS, FL CLASS OF 2019

Speech and debate is a platform, a microphone to the world, and it guides you when you’re ready to use it. Go out and use it for good.”

Participating in speech and debate was so much more than just finding my voice. It was finding myself and the person I want to be.”

Help more students unleash their potential by making your tax deductible gift online!

www.speechanddebate.org/donate

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 N S DA AL U M

The National Speech & Debate Association is grateful to acknowledge the following 1925 Society members for pledging a generous planned gift contribution.

Byron Arthur

Albert Odom, Jr.

Phyllis Flory Barton

J. W. Patterson

Jane Boyd

Capt. Joseph L. and Jan Pizzo

James Copeland

Dr. Polly and Bruce Reikowski

Don and Ann Crabtree

Donus and Lovila Roberts

Dr. Mike Edmonds A. C. Eley Vickie and Joe Fellers Bill and Charlotte Hicks David and Judy Huston Jennifer Jerome Harold Keller Kandi King

James W. Rye III Steve and Anna Schappaugh David Seikel Michael Shapiro Sandra Silvers Richard Sodikow William Woods Tate, Jr.

Cherian and Betsy Koshy

Scott and Chan Waldrop

Dr. Tommie Lindsey, Jr.

Nicole and Darrel Wanzer-Serrano

Aarzu Maknojia

Cheryl Watkins

Pam and Ray McComas

J. Scott and Megan Wunn

H. B. Mitchell

Joe and Pam Wycoff

Lanny and B. J. Naegelin

David and Tatiana Yastremski

THE

1925 SOC I ET Y 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

RECOGNITION

TOP 100 SCHOOLS We’re proud to announce the Top 100 Schools for the 2020-2021 school year! (Please note ties.) Each year, the 100 chapters with the largest number of new degrees in the National Forensic League Honor Society receive the Top 100 Schools designation. Visit www.speechanddebate.org/school-recognition for details.

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1. The Bronx High School Of Science, NY

35. Cheyenne East High School, WY

69. Coppell High School, TX

2. Regis High School, NY

36. Kickapoo High School, MO

70. Hinsdale Central High School, IL

3. Eastview High School, MN

37. Downers Grove South High School, IL

71. Glacier High School, MT

4. Millard North High School, NE

38. Cabot High School, AR

72. Blue Valley North High School, KS

5. Leland High School, CA

39. Lee’s Summit West High School, MO

72. West Broward High School, FL

6. George Washington High School, CO

40. Neosho High School, MO

74. Roosevelt High School, SD

7. Central High School, MO

41. Blue Springs South High School, MO

75. O’Gorman High School, SD

8. Westwood High School, TX

42. James Logan High School, CA

76. Hamilton High School, AZ

9. Eagan High School, MN

43. Upper St. Clair High School, PA

77. Lincoln Southwest High School, NE

10. Gabrielino High School, CA

43. Edina High School, MN

78. Homewood-Flossmoor High School, IL

11. Aberdeen Central High School, SD

45. East Ridge High School, MN

78. Lansing High School, KS

12. North Allegheny High School, PA

46. Riverside High School, SC

80 Lawrence Free State High School, KS

13. Cherry Creek High School, CO

47. Alhambra High School, CA

81. Plano West Sr. High School, TX

14. Washburn Rural High School, KS

48. Blue Springs High School, MO

82. Acton-Boxborough Regional High School, MA

15. Dougherty Valley High School, CA

49. Ransom Everglades School, FL

83. Henry Clay High School, KY

16. Archbishop Mitty High School, CA

50. Chesterton High School, IN

84. Pittsburg High School, KS

17. Interlake High School, WA

50. Western High School, FL

85. St. Paul Academy and Summit School, MN

18. Monta Vista High School, CA

52. Carlsbad High School, CA

85. Scarsdale High School, NY

19. Newton South High School, MA

53. Bellaire High School, TX

87. Ardrey Kell High School, NC

20. Lexington High School, MA

53. Glenbrook South High School, IL

88. Highland High School, ID

21. Hawken School, OH

55. Durham Academy, NC

89. Clayton High School, MO

22. Munster High School, IN

56. The Harker School, CA

89. Willard High School, MO

23. Liberty Sr. High School, MO

56. Ridge High School, NJ

91. Cypress Bay High School, FL

24. Bellarmine College Prep, CA

58. Seven Lakes High School, TX

92. Tascosa High School, TX

25. BC Academy, Canada

59. Lincoln East High School, NE

93. Rockhurst High School, MO

26. The Pembroke Hill School, MO

60. Chaminade High School, NY

94. Canfield High School, OH

27. Solon High School, OH

61. American Heritage School – Broward, FL

95. Watertown High School, SD

28. Cary Academy, NC

62. CR North High School, PA

95. Flathead High School, MT

29. Liberty North High School, MO

63. Salina South High School, KS

95. North Kansas City High School, MO

30. Shawnee Mission East High School, KS

63. Los Altos High School, CA

98. Monte Vista High School, CA

31. Syosset High School, NY

65. Washington High School, SD

99. Lee’s Summit North High School, MO

32. Bozeman High School, MT

66. Thomas Jefferson HS Science & Tech, VA

99. Rigby High School, ID

33. Perry High School, OH

67. Shrewsbury High School, MA

99. Wayzata High School, MN

34. Glenbrook North High School, IL

67. Claremont High School, CA

99. William P. Clements High School, TX

ROSTRUM | NOVEMBER/DECEMBER 2021

CONGRATULATIONS 2021-2022

PERFORMING

EXCELLENCE

ARTS

SALEM HILLS

SCHOOL

HIGH

OF

SCHOOL

DOUG WELTON NSDA 4A

TWO-DIAMOND

DEBATE

COACH

COACH OF

THE

YEAR 5A

STATE

CHAMPION

2X

5A

11

REGIONAL

23

ACADEMIC

STATE

SUNDANCE THE

YEAR

200

CLUB

RUNNER-UP CHAMPIONSHIPS ALL

AMERICANS

ADMINISTRATOR

OF

SALEM HILLS HIGH SCHOOL SPEECH & DEBATE 2021

10 NATIONAL QUALIFIERS 7 ACADEMIC ALL AMERICANS 5A STATE RUNNER-UP

https://www.nfhs.org/speechdebate/

COMMUNITY

Dear Colleagues, In these extraordinary times, the competency of communication is perhaps the most important skill young leaders can hone. When combined with authentic empathy and an appreciation for another’s perspective, effective communication has the power to bring about positive change in the world. Thank you to the National Speech & Debate Association for amplifying the voices of today’s generation in a most transformational way.

I have witnessed the uplifting power of a middle school speech and debate program firsthand, and I encourage all school leaders to make speech and debate a priority in our schools. At Princeton Academy of the Sacred Heart, we seek to develop young men to be creative, compassionate, and courageous leaders of a just society. Elocution, public speaking, and effective communication have always been at the heart of our school’s program. In 2016, through the leadership of Speech & Debate Coach Raymond Shay, Princeton Academy inaugurated its speech and debate program. Over the last five years, speech and debate has grown as one of our most popular programs with over one-third of our middle school student body participating at the national level. I am in awe of our students and all students from across the nation who commit themselves to excellence in speech and debate.

Amidst the complexities of pandemic and social unrest, providing a safe space for students to think critically, articulate their viewpoints, and be celebrated for their unique identities is one of the greatest gifts we can give our students and, henceforth, our world. If our schools are truly committed to educating the whole child with purpose and intentionality, along with advancing the imperatives of justice, equity, diversity, and inclusion in our world, then committing to speech and debate must be a priority.

Congratulations to our student leaders, coaches, and supporters on an amazing year of speech and debate. You have inspired our world. Let us be forever devoted to using our voices to help others.

With hope,

AFDIII Alfred F. Dugan III, Head of School Princeton Academy of the Sacred Heart, New Jersey 2021 NSDA Middle School Administrator of the Year

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ROSTRUM | NOVEMBER/DECEMBER 2021

FOR MORE RESOURCES, VISIT US ONLINE

www.speechanddebate.org/advocacy

L A ST Y E A R TO PART I C I PAT E

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NATIVES HAVE HISTORICALLY BEEN SOME OF THE MOST PROLIFIC SPEAKERS WHEN IT COMES TO SOCIAL JUSTICE. THROUGH SPEECH AND DEBATE, OUR YOUTH ARE NOW LEARNING THAT THEY CAN COMMAND AN AUDIENCE AND COMPEL CHANGE. AS THIS ACTIVITY BECOMES MORE ACCESSIBLE TO US, THE NSDA HAS BECOME THE THREAD CONNECTING THE TRADITIONS OF OUR PAST TO THE EVOLUTION OF OUR FUTURE IN THIS TAPESTRY OF SOCIAL GROWTH. DEBORAH GAROUI One-Diamond Coach at Keller High School, TX

WE ARE SPEECH & DEBATE www.speechanddebate.org