Audl Resource Packet 2017-2018 - Novice

2017-2018 Atlanta Urban Debate League
MS and HS Novice Packet (School Lunches Affirmative and Negative)
Table of Contents 1
Table of Contents
***How To Section*** ............................................................................................................................... 3
What is Policy Debate?.............................................................................................................................. 3
Speeches and Speech Order ..................................................................................................................... 4
The Constructive Speeches ....................................................................................................................... 5
The Rebuttal Speeches .............................................................................................................................. 7
How to write a block and why? .............................................................................................................. 10
What are blocks? Are they really, really, really important? ...................................................................... 10
Judge Adaptation ...................................................................................................................................... 12
Cutting Cards .......................................................................................................................................... 13
Using Articles ........................................................................................................................................... 15
***School Lunches Affirmative + Case Neg*** ....................................................................................... 16
Intro to the Affirmative............................................................................................................................ 16
Intro to the Negative ............................................................................................................................... 17
Definitions ............................................................................................................................................... 18
**Affirmative1AC** ............................................................................................................................... 19
1AC School Lunches (1/5) ....................................................................................................................... 19
**AffirmativeExtensions** ..................................................................................................................... 24
2AC Overview/we outweigh (Mr. T) ....................................................................................................... 24
2AC Answer to No Solvency .................................................................................................................. 25
2AC Answer to Food Justice Movements ............................................................................................... 26
**Affirmative answers to Spending DA** ................................................................................................ 27
2AC Answer to Spending DA .................................................................................................................. 27
**NegativeCase arguments** ................................................................................................................ 28
1NC Answer to Solvency ........................................................................................................................ 28
1NC Answer to Food Injustice ADV ....................................................................................................... 29
**NegativeSpending Disadvantage** ..................................................................................................... 30
1NC Spending DA 1/3 ............................................................................................................................. 30
1NC Spending DA 2/3 ............................................................................................................................. 31
1NC Spending DA 3/3 ............................................................................................................................. 32
**NegativeSpending Extensions** ......................................................................................................... 33
2NC Overview/we outweigh (Mr. T) ....................................................................................................... 33
2NC Answer to No Link ......................................................................................................................... 34
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***How To Section***
What is Policy Debate?
Policy debate is a type of debate competition in which teams of two advocate for and against a resolution
that typically calls for policy change by the United States federal government, this format tests a students
research, analytical, and delivery skills.
It involves the proposal of a plan by the affirmative team to enact a policy, while the negative team offers
reasons to reject that proposal. Throughout the debate, students have the opportunity to cross-examine one
another. A judge or panel of judges determines the winner based on the arguments presented.
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Speeches and Speech Order

There are eight total speeches in a debate round. Each debater gives two speeches: one constructive and
one rebuttal. The speech order looks like this:
Middle School Middle
Middle School High School
& High School School Junior
Varsity Open
Novice Varsity
1AC (1st Affirmative Constructive) Read the
4 minutes 4 minutes 5 minutes 6 minutes
affirmative case and the plan
CX (Cross-Examination) 2nd Negative Speaker asks
the questions
1NC (1st Negative Constructive) Makes all the
major negative arguments (disadvantages, case 4 minutes 4 minutes 5 minutes 6 minutes
arguments, etc.)
CX 1st Affirmative Speaker asks the questions 2 minutes 2 minutes 2 minutes 2 minutes
2AC (2nd Affirmative Constructive) Answer ALL
negative arguments. Rebuild and strengthen the case.
Point out arguments that the negative has not 4 minutes 4 minutes 5 minutes 6 minutes
attacked.
CX 1st Negative Speaker asks the questions 2 minutes 2 minutes 2 minutes 2 minutes
2NC (2nd Negative Constructive) Present any
additional case arguments not covered by the 1NC.
Remember to take only part of the negative
argumentsleave some for the 1NR speech. Answer
affirmative arguments. Rebuild and strengthen the
negative side.
CX -- 2nd Affirmative Speaker asks the questions 2 minutes 2 minutes 2 minutes 2 minutes
1NR (1st Negative Rebuttal) Present all other
negative arguments not covered in the 2NC. Answer
affirmative arguments. Rebuild and strengthen the 2 minutes 2 minutes 3 minutes 4 minutes
negative side. Do not present the same arguments as
your partner.
1AR (1st Affirmative Rebuttal) Answer ALL of the
negative arguments from both the 2NC & 1NR.
2NR (2nd Negative Rebuttal) Pick a few arguments
that you think the negative side is winning &
concentrate on those. Tell the judge exactly why to 2 minutes 2 minutes 3 minutes 4 minutes
vote for you. Tell the judge why the negative
arguments outweigh the aff arguments.
2AR (2nd Affirmative Rebuttal) Respond to negative
arguments. Point out any arguments that have been
dropped by the neg team. Tell the judge why the
affirmative wins.
The debater who gives the 1AC also gives the 1AR, and the debater who gives the 1NC gives the 1NR. So,
each debater can think of themselves as the 1A (the person who gives the 1AC and 1AR), the 1N, the 2A, or
the 2N, depending on their position in the debate.
Because the 2nd speaker (2A or 2N) gives the last speech, they're generally considered to be the expert for
their side. Most teams have one partner give the 2A and the other partner give the 2N, so that each debater
can focus on becoming an expert on one side of the debate.
For more information on speech order and responsibilities, visit www.atlantadebate.org
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The Constructive Speeches

Why have constructives?
At the end of the debate, the judge makes a decision based on which of the final speeches are more
persuasive: the 2NR and the 2AR. So you might ask: if only the last two speeches matter, why have the other
six? There are at least three answers to this question.
First, for an argument to be made in the 2NR or 2AR, it must have been present in the previous speeches
(judges will discount 2NR or 2AR arguments that are new.)
Second, the constructives are an opportunity to read evidence that can then be referenced in later speeches.
While it isn't always necessary to cite evidence, doing so can often increase the credibility of your arguments.
Third, debaters can use the constructives to make a wide variety of arguments. To understand why this is
valuable, consider the different approaches of two hypothetical affirmative teams: Team Minnie Mouse and
Goofy.
Hypothetical Scenario #1: Team Minnie Mouse, in the 2AC, makes six arguments against the disadvantage. The
negative answers four of these arguments very well, but answers two of the arguments poorly. In the
rebuttals, Team Minnie Mouse takes advantage of this mistake by only talking about the arguments that were
answered poorly.
Hypothetical Scenario #2: In the 2AC, Team Goofy makes two arguments against the disadvantage. Because
the negative has less arguments to worry about, they answer both very well; since only two arguments were
made in the 2AC, Team Goofy is only able to talk about these two arguments in the rebuttals.
Team Minnie Mouse and Team Goofy may end up talking about the same two arguments in the 2AR, but
because Team Minnie Mouse made diverse arguments in the constructives, they've put the negative in a more
difficult position, and their 2AR arguments are likely to be much more persuasive to the judge.
Roles of debaters during constructive speeches
The 1AC
The primary job of the 1AC is to read the entire affirmative case. That means reading the plan, harms,
inherency, and solvency in your first speech. This also includes having the first speech highlighted so you know
what and where to read.
The 1NC
Read all off-case positions and make arguments directly against the case (what the affirmative read in the
1AC). All parts of every off-case position should be read. For example, if you are reading the Appeasement
DA you should read the uniqueness, link, (internal link if applicable) and impact. The 1NC should have
analytical arguments (arguments without cards) for the case debate and should have highlighted all off-case
positions. The 1NC sets the format for how arguments will be addressed on the case. For example, the 1NC
makes an argument that says Aladdin is not the best Disney movie ever. The 2AC will reference that argument
first before making their own arguments (off 1NC #1: etc., etc., etc.).
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The 2AC
The 2ACs job begins before the debate. All 2ACs should have some prepared speeches against commonly
heard arguments both on case and off case. This is called a block or writing blocks (see the section how to
write a block). The 2AC sets the structure for how arguments are for off case positions. For example, the
2NC will say, off 2AC #1, when responding to arguments. Offer point-by-point refutation of your
opponents arguments (line-by-line debating).
The 2NC
The 2NC extends your teams arguments made in the 1NC. You should be making 1 to 2 point answers to
your opponents arguments they made in the 2AC. You can use the 3-point style of referencing arguments
(they said, we say, why we win). For example, off 2AC #1, they say Aladdin is the best Disney movie of all
time., 1st- That movie was made a long time ago and there have been many better Disney movies made since
then, and 2nd- Aladdin teaches a lot of bad behaviorlying, stealing, and deception. He is no role model for
young people.
The 2NC should have prepared blocks to the most common types of affirmative arguments. 2NCs should
also point out any and all dropped arguments, extend those arguments, and tell the judge why this means the
negative side wins this part of the debate.
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The Rebuttal Speeches

Debating is Clashing
What's the difference between giving a speech and debating? Giving a speech is mostly about building a
relationship between you and your audience: being likable, clear, and persuasive to the person or people to
whom you're speaking. Debate is about that, too, but it also adds a third element: the other team. Good
debaters engage with, or clash, with what the other team says.
In day-to-day life clash is often viewed as a bad thing: directly criticizing another persons ideas can seem
rude or inconsiderate. In debate, though, where both sides usually have an okay point, clash is better viewed
as a sign of respect. Clashing with another teams argument means that youve listened to it, understood it,
and tried to respond to it. For example, the affirmative team is running a case that Students should have more
time in P.E. classes during the school day. Lets consider two ways for a negative team to make the argument
that schools should not add more time spent in P.E.:
1. If you vote for the affirmative, which advocates for more P.E. classes, then students will not have as much
time in academic classes. The school day is not going to be extended, so that means that students will learn
less information that will help them later on in life if they have less time taking academic courses because of
P.E.
2. The affirmative says that we need to improve the overall health of the nation and the only way to do that
is by teaching people early in life how to exercise and live healthier & active lifestyles. School is not the right
place for students to learn about how to live an active lifestylethat is better taught in the home by
students families. Schools should primarily be focused on teaching students information and skills required to
build successful careers when they get older.
Clash is important in every speech, but especially in the rebuttal speeches, which are primarily about
extending your best arguments and comparing them to arguments the other team has made.
Extending Arguments
When you make a good argument early in the debate, chances are you'll want to bring it back up again later
in the debate. An extended argument is an argument made earlier in a debate that's made again in a team's
next speech. An argument can be extended from the 1AC to the 2AC, the 2AC to the 1AR, the 1AR to the
2AR, the 1NC to the 2NC/1NR, or the 2NC/1NR to the 2NR.
How is extending an argument different from repeating yourself? Good extensions contain three
elements: an explanation, an impact, and a rebuttal of the other team's arguments.
Explanations are a summary of a previous argument you've made. The best explanations include both a claim
(what is our argument?) and a warrant (how do we know that argument is true?)
Impacting an argument means explaining how that argument affects the debate as a whole. When impacting
an argument, ask yourself: if we're right about this argument, how does it tie back to our central point?
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Rebutting the other team's arguments can take several forms, as follows:
- Challenging the date of the evidence (has the world changed since their evidence was produced?)
- Challenging qualifications of the author (is this person qualified to speak on this subject or does this
piece of evidence come from a qualified source?)
- Challenging the warrants/reasoning made by your opponent (explain why your evidence is good and
why the other team's evidence is flawed. You can also argue that the other team's argument or
evidence doesn't apply to your original argument)
Impact analysis
Impact analysis, also known as impact comparison, is the process of comparing reasons why the plan is
good with reasons why the plan is bad. For instance, the affirmative might argue that the plan is that increased
P.E. is good for students and the country in the long-run. At the same time, the negative might argue that the
plan would be bad for country in the long-run because students dont learn academics and are less prepared
to start a career. Which is more important: a healthy country or staying competitive in the global job market?
Since whoever wins this argument will have a big advantage in the debate, impact analysis is a vital part of
rebuttals.
There are four general reasons why one impact might be more important than other:
1. Magnitude how big is an impact? This includes both how many people an impact affects and the way in
which it affects them.
2. Risk how likely is the impact to occur? Do we know that the impact is going to happen (maybe because
it's already happening), or is a hypothetical future problem?
3. Timeframe in how long will the impact occur? Impacts that happen farther into the future may be less
likely to occur, since it's often more difficult to make predictions over the long term.
4. Turns the impact/solves the impact how does your impact interact with the other team's impact? For
instance: the affirmative might say: without a healthy lifestyle, preparing for a long career is pointless since life
expectancy will continue decrease.
The acronym Mr.T can help you to remember impact analysis: Magnitude, Risk, and Timeframe.
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Role of debaters during Rebuttal Speeches

The 1AR
The primary jobs of the 1AR are to extend the best arguments from the 2AC and to rebut the negative's
responses. As the most time pressured speech in the debate, the 1AR must quickly and efficiently make a
variety of arguments.
The best way to deal with time pressure in the 1AR is to narrow the debate wherever possible. On
disadvantages and other off-case arguments, it isn't necessary to extend more than 1-3 2AC arguments for
the 1AR. The 1AR should answer every negative argument on the advantages they plan to win, but the 1AR
can choose to kick an advantage if they want to save time.
The 2NR
The primary jobs of the 2NR are:
First write the ballot for the judge. Writing the ballot for the judge means explaining, in a big-picture way,
why you win the debate. One way to force yourself to do this is to start every 2NR with the words the
most important thing in the debate is... and then explain which issues the judge should look to first in
deciding the debate. Impact analysis is often the best place to direct a judge's attention in the 2NR.
Second- to answer the 1AR's arguments. Make sure you not only answer the 1AR arguments but also think
about what arguments the 2AR could make and answer those arguments too. Below is a brief example of
what a 2NR would look like using our Affirmative case that schools should have more time in P.E. classes
during the school day.
2NR EXAMPLE:
The future careers of Americas young people is the most important thing in this debate. It outweighs the
affirmative on magnitude. if U.S. students do not have high-level skill sets to tackle the challenges we are
facing in the 21st century, then the good jobs will be taken by people from other countries who are focusing
more on academic classes than P.E. The affirmative claims that the biggest impact is an increase in health and
lifespan. It wont matter how healthy and strong people are in the U.S. if they are unable to get jobs.
Now, the line by line debate The 1AR says there is no link. First, extend the Roland evidence, U.S. schools
are being out-ranked by other nations because of too many extra-curriculars. The affirmative, by increasing
time in P.E., directly trades-off time with academics. Students will have less time learning things important to
career development. The aff definitely links to the academic trade-off disadvantage.
Lastly, they will say that affirming physical fitness in school matters. But, if physical fitness matters because it
makes people better, whats worsepeople maybe not being as healthy but having a good job or being very
physically fit but having no job and therefore no food, or house, or future?
The 2AR
As in the 2NR, the 2AR should attempt to write the ballot for the judge. The 2AR should start by explaining
the most important issues in the debate and then proceed to explaining other important arguments and
answering 2NR arguments.
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How to write a block and why?

What are blocks? Are they really, really, really important?
To answer the second question: yes, blocks are really, really, really, important.
To answer the first question: blocks are pre-written and pre-organized responses to common arguments.
Since there are only a few big arguments in the packet, you'll be debating the same arguments again and
again: and since you'll be debating the same arguments again and again, it's important to think through how
you'll respond to them.
Good blocks include both evidence from articles and analytical arguments. For instance: a 1NC block against
the increase time in P.E. affirmative might include evidence from two news articles, along with several
analytical arguments that you come up with on your own. Similarly, a 2AC block against the Academic
Trade-Off disadvantage might include several articles and several analytics.
Once a block is written, you can use it in every debate where you face a given argument. Every time the
1NC reads an academic trade-off disadvantage, you can read your 2AC trade-off block in response. This
saves preparation time in the debate, ensures that you know your arguments well, and gives you time to
choose the best arguments against the disadvantage.
Blocks are most important for the 1NC and 2AC, but you can make blocks for any speech other than the
1AC. For instance, there are only so many possible affirmative answers to the academic trade-off
disadvantage, so it's reasonable to write out a 2NC/1NR block to each in advance to each argument.
Finally, blocks can make it easy to adapt and improve your arguments based on experience and judge
commentary. If a judge has a comment about a particular argument you made, it's easy to adjust that
argument in the block so that it can be made more effectively in future debates.
What would a block look like?
Let's say the 1AC argues that schools should devote more time and resources to P.E. class, because more
time in gym would improve students' health. The 1NC responds with a Math Disadvantage that says that
more gym class would trade off with time in math class, decreasing how much students learn.
On the next page, there's a sample 2AC block that could be used to respond to the disadvantage. Then, any
time the affirmative team hears the Math Disadvantage, they can pull out their block and immediately have
access to their best arguments. Later, if they think of new or better arguments, they can add them to the
block in the future.
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Sample 2AC block Math Block
Here lets assume that the negative has made an argument that Math class is more important
Health class. Below is a 2AC block to that argument:
Sample 2AC Block
1. Our advantage is more important than their disadvantage, because better health means that
students live longer and better lives.
2.You have to be healthy before you can learn more gym class means that students will do
more with the limited time they have in math class. They'll have more of an opportunity to
clear their minds and more energy in general.
3. Quality over quantity high-quality math instruction is far more impactful than just spending
a few more minutes in class. According to Elena Silver, a senior policy analyst at Education
Sector, Research reveals a complicated relationship between time and learning and suggests
that improving the quality of instructional time is at least as important as increasing the
quantity of time in school. They haven't proven that there's any relationship between spending
more time in class and students performing better in math.
4. Math's boring, anyway. Who uses that stuff in the real world?
5. [More arguments, or evidence]
6. [More arguments, or evidence]
Now lets write a 2NC block to one of the arguments.
Sample 2NC block

AT: 2AC - Math is boring
AT (meaning answer to): 2AC Math is boring (so at the top of the page write this so you know what you are
answering)
1. Math is not boring. It is the cornerstone of our economy if we cannot do math we can never properly
balance budgets and then wed run out of money.
2. Math is fun. You can play games on your laptop, computer, or phone. Trivia games on Facebook about math
prove this is true.
See, its that easy!!
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Judge Adaptation
Some of your judges may have coached debate for many years, or debated themselves in high school or
college. Other judges may be at their first-ever debate tournament. Still other judges may have been judging
debates casually for several months, but never coached or participated in the activity themselves.
Whatever judge you have, it's up to you to make your case in a way that's persuasive to them.
Keep in mind that everyone has different ideas about what counts as a good or bad argument. As a debater,
your goal isn't to make the argument that's most persuasive to you (although believing that your arguments
are good ones is important). The real goal is to make the argument that's most persuasive to your audience: in
this case, your judge.
Here's a few ideas for adapting to your judge:
1.Talk to your judge. Before the debate, it's fine to ask the judge how much experience they have with
debate, and if they have any strong feelings about what you do or shouldn't or do in-round. Most judges will
be happy to answer you: you're demonstrating that you respect their time, and that you want to debate in a
way they'll enjoy.
2. Watch your judge. Some judges will smile, frown, nod or shake their head, look bored or engaged, or
give you other non-verbal signals that they like or don't like the argument you're making. If it seems like they
like your argument remember to watch the judge and have your partner watch the judge to see what they
like and dislike. Focus on that argument in later speeches, and you'll have a good chance to win the debate. If
it seems like they don't like your argument, it's not a big deal now you can be pretty sure that particular
argument won't win you the debate, and you can move onto another argument that might be more effective.
3. Work on your argument skills and your speaking skills. All judges appreciate a good, logical
argument, and all judges appreciate polished speaking skills. How much they care about each, though, might
depend on their approach to the activity. The easiest solution is to get good at both: otherwise, you'll find
yourself able to win debates only in front of certain kinds of judges.
4. Be respectful to your opponents. Again, all judges want this, but some might care so much about it
that they'll decide the debate on that alone.
5. Ask how you can do better. After the debate, ask the judge what you could work on for next time.
Whether you won or lost, chances are that your judge will have some ideas on how you can improve. And, if
you end up debating in front of that judge again, you can keep their comments in mind to build a case that's
uniquely appealing to them.
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Cutting Cards
Why do we care about cards?
Were not experts! When we have experts supporting our claims we look more credible.You can talk about
why they are credible and why your opponents cards are not credible. It gives us a way to have different
forms of clash and adds to the clash that already exists.
So what makes a card good???

3 things are needed to make a card a good card:
1st It must have good warrants. It should explain why your claims are true. It can do this either with
empirical evidence (historical reasons) or logical reason (A is correct because of B, and B is correct because
of C, etc., etc.). If the reason is logical then the card should go into detail about why. Often, authors use
statistics to prove their pointan example of this is a scientist citing overall trends in average temperature to
argue that climate change is real.
2nd The qualifications of the author must be good. If you find the greatest nuclear war impact card
ever and its written by James Smith, 3rd grade dropout and future alien test subject, this person is probably
not creditable enough to be talk about the effects of nuclear war. Make sure the person talking about the
truth claims are credible. Wikipedia is NOT a credible source it may not be peer reviewed instead use it to
find the work referenced on the page.
3rd Date of publication should be taken into consideration. If your argument is time sensitive then
having the most up-to-date information is very important. If you are running a DA and you are using a
uniqueness card from the 90s it may not be as good as a card from this month.
So what makes a bad card????

So there are a couple of things we can try to avoid
1st try to avoid cards that say sometimes, occasionally, can, might, it is conceivable that, and has
the potential to
2nd power tagging or over-tagging your cards. If your tag has more words than you read in the card it is
not a good card.
3rd it is out of context, meaning thats not what the author intended to say. If you only use the part of the
card that supports what you want to say but ignore where she says, however, I disagree with the above
argument, that is taking the card out of context and it should not be done.
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There are 3 parts to an evidence card:
1) The Tag/Claim a brief statement summarizing the point of the evidence. The tag must be a complete
idea (subject and verb).You write the tag after reading the evidence (see Evidence Citations below).
2) The source citation (see Tags below)
3) The exact passage, as copied from the article (cut and paste), and placed in a document to be copied
and shared (see Handing in Your Evidence below).
Sample Card
Offshore wind is too expensive and won't work the Netherlands have already tried the plan
and failed (THIS IS THE TAG)
Nelson, 11 (D. Brady Nelson, an economist, writing for The Heartland Institute, a think tank advocating for
free markets. Published December 30, 2011. Available at http://news.heartland.org/newspaper-
article/2011/12/30/dutch-pull-plug-offshore-wind-subsidies) (THIS IS THE CITATION)
The nation known for its iconic windmills is throwing in the towel on offshore wind power, as Dutch officials
have determined the Netherlands can no longer afford large-scale subsidies for expensive wind turbines that
cannot produce electricity at economically competitive prices.
The decision is a powerful blow against renewable power advocates who have long asserted Holland proves
renewable power can be practical and economical. (THIS IS THE PASSAGE)
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Using Articles
Reading, understanding, and deploying the articles provided by the AUDL is probably the single most
important thing you can do to win debates. The articles are drawn from many different perspectives on U.S.-
China relations, and make a variety of arguments on both sides. If you ever think to yourself, how do I
answer this argument? There's a pretty good chance you'll be able to find the answer in one of the
affirmative or negative articles. The articles also allow you to use evidence to support your claims, which,
when used effectively, can make your arguments much more credible than the other team's arguments. Visit
www.atlantadebate.org for articles related to this topic that can be used in debate rounds.
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***School Lunches Affirmative + Case Neg***

Intro to the Affirmative
This affirmative presents a policy proposal from the Union of Concerned Scientists (p. 20) as a solution to
current problems with school lunches. They put forth several means to better the program, including an
expansion of Farm-to-School programs, new grants for school kitchen upgrades, and new nutrition education
programs. These are especially important in light of President Trumps proposed rollbacks to the National
School Lunch Program.
The advantage to the plan is an increased access to healthy food for low-income and minority children. The
Union of Concerned Scientists (p. 21-22) frame this as a justice issue, as access to food in America is
currently unequal. The plan corrects for this by making the school cafeteria a place where everyone can have
healthy food. Without it, Adam Marcus (p. 23) argues that poor and minority children could be further locked
into the cycle of poverty, as eating unhealthily could cause future health problems that they must pay for
themselves.
The negative can answer the affirmative with multiple arguments, including:
- That children will waste healthier food, instead of eating it, causing the plan to failan argument
supported and contested by competing scholars (Welch, p.28; RWJF, p. 25).
- That providing school lunches can cause obesity, instead of stopping it, due to an increase in caloric
intake (Schazenbach, p. 28).
- That recent movements fighting for Food Justice have led to significant gains, making the situation the
plan claims to resolve much less severe (Smith, p. 29).
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Intro to the Negative

In the first negative constructive (1NC), the negative should read the Spending disadvantage. Much like how
the affirmative advantages are reasons to do the plan, the disadvantage is a reason not to do the plan, and it
breaks down like this:
1. Uniqueness Funding for special education is currently safe. This means that in the current budget,
special education will receive roughly the same amount of money as it did before. Christina Samuels
(p. 30), discussing Trumps current budget and those of previous administrations, argues that although
no cuts are occurring right now, theyre a distinct possibility with how the Trump administration has
already moved money around in the education department for its education-related goals.
2. Link the plan forces budget trade-offs within the Department of Education. Ben Miller (p. 31), an
education policy analyst, makes the point that current Congressional rules force the budget for the
Education department to be zero-sum, which means that no new money can come in to fund
programsforcing pre-existing programs to be cut in favor of new ones. Given the shaky ground
special education is already on, the negative would argue that the money to pay for the plan would
likely come from these special education programs.
3. Impact special education cuts are harmful for disabled students. The ASEC, or the Area Special
Education Cooperative (p. 32) published a description of how special education has recently improved.
In contrast to previously dehumanizing conditions, students with disabilities are now gaining social
acceptance from their peers and can receive assistance from paraprofessionals in schools. The negative
would argue that these recent changes will be rolled-back if the plan were to pass, as funding cuts for
special education would directly affect them.
In short, the plans impact on the budget directly harms students in special needs programs.
The affirmative can respond to this disadvantage in a few ways, including:

- that special education funding is unsafe, because the current Secretary of Education, Betsy Devos, is
already planning to defund many special education programs (Nickell, p. 27).
- that the federal budget isnt zero-sum, meaning that money doesnt necessarily have to come from
within departments to fund new programs, and political pressures mean that some well-perceived
programs cannot be cut (Adams, p. 27).
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Definitions
Debate Words
- Advantage-the part of the 1AC that explains the benefits of doing the plan or how the plan helps fix
a big problem.
- Impactthe bad results/consequences.
- Inherency-the part of the 1AC that is an explanation of the bad thing happening right now that
needs to be fixed by the affirmative plan and why we havent been able to fix the problem yet.
- Linkthe part of a disadvantage that explains how the plan changes the uniqueness (or the good
things that are happening). Additional links, called internal links, connect that change to the impact and
explain how the current situation starts to get bad when the plan is put into place.
- Planthe specific policy proposed by the affirmative team in the 1AC
- Solvencythe part of the 1AC that provides proof that the plan will work and will solve the
problems described in the advantages
- Uniquenessthe part of a disadvantage that is an explanation of the good things that are happening
in the world without the affirmative plan in action.
Topic-Specific Acronyms
- HHFKAHealthy Hunger-Free Kids Act (of 2010), Obama-era policy that increased federal standards
for school lunches.
- NSLPNational School Lunch Program, the federal program that helps schools supply lunches to
their low-income students.
- USDAU.S. Department of Agriculture
Words in the Packet
- Ableistdiscrimination and social prejudice against people with disabilities.

- Allocationdistribution or division of something amongst a group.
- Appropriationin terms of the federal budget, how much money is set aside for a given program or
department.
- Deficitthe difference between whats being spent and whats being earned, often by the government.
- Inequitya lack of fairness or justice; discrimination.
- Zero-Sumin which whatever gained by one side is lost by another.
o Example: cutting a cake is zero-sum because the amount of cake you cut for yourself is cake
lost for everyone else.
18
**Affirmative1AC**
1AC School Lunches (1/5)
(Note to debaters: You must read a plan during the 1ACits the most important thing the affirmative reads! Dont skip it!)
PLAN The United States federal government should:

Increase the federal meal reimbursement rate,
Fund nutrition education programs,
Fund upgrades to school kitchens,
Incentivize schools to serve more fruits and vegetables, and
Increase funding for the Farm to School grant program.
Contention 1 is Inherency -
School lunch programs are being rolled back now
The Hill 4 28 17
[USDA to ease school meal standards, http://thehill.com/regulation/healthcare/331148-usda-to-ease-school-
meal-standards]
Newly minted Agriculture Secretary Sonny Perdue is expected to unveil a new rule Monday aimed at giving schools
more flexibility in meeting federal nutrition standards for school lunches. The U.S. Department of Agriculture (USDA)
announced Friday that Perdue and Sen. Pat Roberts (R-Kan.) will make the announcement at the Catoctin Elementary School in
Leesburg, Va., where they are expected to eat lunch with the students. Republicans have long been trying to dial back the standards
that became a pillar of former first lady Michelle Obamas initiative to curb childhood obesity in the U.S. Roberts introduced
legislation with Sen. Debbie Stabenow (D-Mich.) last year to give schools two more years to meet new reductions on sodium, but
the bill never passed. Renewed efforts to ease the federal standards came as disappointing news to some advocates. The
American Heart Association was quick to push back. In a statement, the groups CEO, Nancy Brown, said the current
standards are already working and that 99 percent of schools are in compliance. Improving childrens health should be a top
priority for the USDA, and serving more nutritious foods in schools is a clear-cut way to accomplish this goal, she said. Rather
than altering the current path forward, we hope the agency focuses more on providing technical assistance that can help schools
get across the finish line, if they havent done so already.
19

Contention 2 is Solvency
Better school lunch policy boosts students health and lowers healthcare costs
our plan is uniquely key
Union of Concerned Scientists 15
[School Lunch and Beyond: Better Food Policy for Healthier Kids, February 2015,
http://www.ucsusa.org/sites/default/files/attach/2015/02/school-meals-policy-brief.pdf]
Since the HHFKAs passage in 2010, some of the laws biggest supportersnotably the School Nutrition Association
(SNA)have radically changed their position and now oppose many of the laws key provisions. Their criticisms primarily focus on
the challenges some schools have encountered in implementing the new provisions, with some reporting higher meal costs, lost
revenue, increased waste, and dissatisfaction with the taste of healthier meals (SNA 2014). Independent analysis has disputed some
of these claims (Cohen et al. 2014) and has found that students consumption of fruits and vegetables increased since
the law took effect. The vast majority of schools have successfully met implementation targets (GAO 2014). Struggling schools have
been offered a variety of resources, including a USDA established task force that provides technical support and partnerships with
independent groups to improve the taste, presentation, and other aspects of school meals. UCS and other proponents of the law
have asserted the need to confront and resolve implementation challenges without materially weakening or abandoning the
nutrition standards. We disagree with the SNAs proposal to change the law to allow schools broad latitude to opt out of the new
requirements. The childhood obesity crisis, with its implications for childrens future health and wellness, demands that we defend
and look for opportunities to expand onrecent victories. Immediate action is needed to improve childrens diets,
avert long-term health consequences, and save billions of taxpayer dollars on preventable diet-
related chronic diseases (OHara 2013). While significant improvements to the nutrition standards of school meals were made
in 2010, we urge Congress to build on these gains when it renews the HHFKA. Specifically, we recommend that Congress:
Protect gains made in 2010. The vast majority of schools are in compliance with the new law, and support is available for those who
are struggling. Retreating from our commitment to healthier school meals is not an option in the face of the childhood obesity
crisis. Increase federal meal reimbursement rate. Our commitment to healthier meals should be backed up
with additional funding. Schools have encountered the same reality already known to most Americanslesshealthy processed
foods are often cheaper than whole food ingredients like fresh fruits and vegetables and unprocessed meats. We recommend raising
the reimbursement rate for meals in compliance with nutrition standards to allow schools more flexibility to buy the
healthiest foods possible Improve nutrition education. We urge Congress to fund nutrition education programs
that engage all school stafffrom cafeteria workers to teachers to help children understand the basics of food, nutrition,
cooking, and healthful choices. Such efforts can improve childrens understanding and acceptance of healthier
meals at school and elsewhere. Finance school cafeteria kitchen equipment. Some of the difficulties encountered in
implementing new standards are due to a lack of appropriate kitchen equipment. Decades of underinvestment in
school kitchens have left many schools with little capacity beyond heating and serving prepared, processed meals. Cooking with
whole foods requires food workers to have suitable kitchen equipment like refrigeration and large-scale slicers to prepare meals
from fresh ingredients (PCT and RWJF 2013). Congress should expand the availability of grants and loans to help schools
outfit and update their kitchens. Prioritize fruits and vegetables. Fruits and vegetables are critically under-consumed by
children. More can and should be done to reverse this trend. Congress can further encourage fruit and vegetable
consumption at schools by offering funding and other incentives for schools to go beyond the minimum servings of
fruits and vegetables required by HHFKA, and to offer these healthy foods as snacks between meals. Research initiatives can
measure changes in fruit and vegetable consumption and track related health outcomes from the programs described above, to
assess their efficacy Increase funding for the Farm to School grant program. This program supports educational
initiatives related to food production and nutrition. Examples include establishing school gardens that allow students to obtain
firsthand experience with growing food and providing support so schools can source meal ingredients from local farms. Such
initiatives have been shown to increase fruit and vegetable consumption (Bontrager Yoder et al. 2014). Due to the
Farm to School grant programs overwhelming popularity and demonstrated success, we recommend increasing its funding.
20

Contention 3 is the Food Injustice Advantage
1. Children in poor and minority communities are disproportionately unhealthy,

but better school lunches can solve this
[Lessons from the Lunchroom: Childhood Obesity, School Lunch, and the Way to a Healthier Future (2015),
http://www.ucsusa.org/food-agriculture/expand-healthy-food-access/lessons-lunchroom-childhood-obesity-
school-lunch#.WQdxGdIrL4s]
Children need healthy food. This should go without saying, but the current U.S. food system makes it hard to
ensure that kids get the kinds of foods they need to grow into healthy adults. The average U.S. child eats only
one-third of the fruits and vegetables recommended by the Dietary Guidelines for Americans. This problem is
especially acute for children from lower-income and racial and ethnic minority families. These children often lack
adequate access to fresh, healthy food, while unhealthy processed foodsmade artificially cheap in part by federal subsidiesare
readily available. Coupled with environmental factors, this leads to a predictable result: high obesity rates. The costs of
childhood obesity Obesity rates among children nearly tripled between 1970 and 2000; today approximately 16% of
Americans youth are classified as obese. Obesity has disproportionately affected minority children, especially in
recent years: since 2000, the rise in obesity rates has leveled off for white children, but it continues to climb for African-American
and Hispanic children. Obese children are 10 times more likely than their peers to become obese adultsand adult
obesity has serious health consequences, including increased risk of type II diabetes, hypertension, and other chronic diseases. These
impacts not only mean shorter and less fulfilling lives for millions of Americans; they also carry a heavy price tag in health care costs.
Childhood obesity also plays a key role in a cycle that can trap low-income children: poor health and missed
school days result in lower academic achievement, which leads to lower-paying jobsand low incomes make it harder
to maintain healthy lifestyles. Healthy school lunches can be a key factor in breaking this cycle by improving kids
diets. Children consume about half of their daily calories at school; for low-income children, school lunch may be their
only real meal of the day. And the foods kids eat at school influence their lifelong eating habits. For decades, the
U.S. Department of Agriculture (USDA) has administered school meal programs that provide funding to support free and reduced-
price (FRP) meals for students who meet income eligibility criteria. Meals offered under the program must meet nutritional
standards. In recent decades, subsidized school meals had tilted toward processed foods high in fat, sugar, and sodium. In response
to these trends, Congress passed the Healthy, Hunger-Free Kids Act (HHFKA) of 2010, which required the USDA to update its
standards for school meals to align with the Dietary Guidelines for Americans. Schools began implementing these new standards in
2012. The report shows that school lunch programs have a positive impact on the eating habits of students. Fifth grade
FRP meal participants ate fruits and vegetables 22.2 times per week on average, versus 18.9 times for non-FRP participants. While
both groups ate fewer fruits and vegetables in eighth grade, FRP meal participants continued to eat them more often than their
non-FRP peers (19.2 vs. 17.6 times per week). Unfortunately, the positive impact of school food programs is not
strong enough to overcome other unhealthy influences on childrens diet. Our analysis found that FRP meal participants
drank more sugary beverages and ate more fast food than their peers, and they were more likely to be obesegaps that widened
between 5th and 8th grade. Stronger standards make a difference Starting in 2012, schools began to implement the stronger
nutrition standards mandated by HFFKA. While researchers are still in the early stages of evaluating the effectiveness of the
updated standards, the evidence so far is promising. For example, a 2014 Harvard School of Health study found that vegetable
consumption increased by 16.2 percent in the first year of implementation at four low-income schools. Other studies have shown
that changes to the way healthy foods are presented and marketed in the cafeteria can have significant benefits.
21

2. Fixing school lunches key to combat food injusticethe plan makes food more
accessible to poor and minority students
[Working Toward a More Equitable Food System, February 23, 2016, http://www.ucsusa.org/food-
agriculture/expand-healthy-food-access/working-toward-more-equitable-food#.WQdxdtIrL4s]
Policies to promote healthier food and farms must address the needs of marginalized communities The
broken U.S. food
system is a problem for all Americans. But like many of our national problems, it hits communities of color
and low-income communities hardest of all. African-Americans, Latinos, and low-income Americans
disproportionately lack access to healthy foodand as a result, they are more likely to suffer from diet-related chronic
diseases like diabetes, hypertension, and heart disease than the average American. They are also more likely to work at food system
jobs that feature some of the lowest wages in our economy as well as unsafe and unhealthy working conditions. These inequities
are propped up by agricultural policies that promote the production and distribution of unhealthy processed
foods while putting obstacles in the way of making healthy food more available and affordable for everyone.
So fixing our food system is not only a matter of health and sustainabilityits also a matter of justice.
Overcoming barriers to healthy food access
Recent research has confirmed what food activists and journalists have been saying for years: all Americans do not enjoy equal
access to healthy food. Inequities in food availability and affordability operate along both racial and income lines,
with low-income communities of color facing a double disadvantage. The solution is not as simple as more supermarkets.
Transportation, affordability, and other food access barriers need to be overcome as well. Communities across America are coming
up with innovative ways to meet these challenges locally, as profiled in our 2016 report Fixing Food: Fresh Solutions from Five U.S.
Cities. But local governments and community groups shouldnt have to work so hard to overcome obstacles put in place by the
current system and the federal policies that drive it. , , aimed at promoting healthy food, economic opportunity, and environmental
sustainability. As part of this effort, we need to ensure that the most reliable food source for many American
childrenthe school cafeteriacan be counted on to serve healthy food to nourish growing bodies and minds.
Childhood obesity, a problem with serious, lifelong potential health consequences, continues to grow at a faster pace
for African American and Latino children than for the population as a whole. So maintaining high standards for
healthy school food is also a matter of food justice.
22

3. Food insecurity locks people into a cycle of poverty conclusive studies that
school food access can solve
Marcus 10
Reuters Health Reporter [Adam Marcus, School lunch programs might break poverty cycle, Nov 23, 2010,
http://www.reuters.com/article/us-school-lunch-idUSTRE6AM5PE20101123[
Teens who live in households where food is scarce suffer academically, but a new study has found that
government programs to provide meals in schools can reverse this effect. According to the researchers, the findings
suggest that school programs aimed at reducing so-called food insecurity can break an insidious cycle of poverty:
poor children go hungry, get bad grades, don't go on to college and fail to rise out of their socioeconomic status --
raising children whose lives follow the same unfortunate narrative. "Food insecurity is more problematic in the long term if it
occurs prior to adolescence, but it doesn't mean that adolescents are more resilient than younger children," said study leader
Christelle Roustit, of the Research Group on the Social Determinants of Health and Healthcare, in Paris, France. The researchers
reported their findings in the medical journal Pediatrics. The severe recession has taken a toll on food security. In the United States,
a recent report by the Department of Agriculture found that nearly 15% of American households faced food insecurity
at some point in 2009, the highest level since officials began tracking the measure in 1995. Food insecurity in
childhood is thought to undercut scholastic achievement in at least two ways. It deprives the body of nutrients
necessary for proper mental and physical development, and it creates an atmosphere of stress and
uncertainty that saps a kid's desire to attend school and to perform well. In the new study, Roustit and her
colleagues analyzed questionnaires given to 2,346 public high school students in Quebec, Canada, along with nearly 2,000 of their
parents. The surveys asked about issues of school performance and socioeconomic status and included several questions addressing
food security at home. These included whether a lack of money prevented the family from eating enough, or from buying a sufficient
variety of foods. Just over 11 percent of teens in the study experienced food insecurity at home, according to the researchers. Of
those, two-thirds attended schools that offered free or low-cost breakfast, lunch or snacks, allowing the researchers to look for an
effect of the meals program on academic performance. The study revealed that food insecurity was strongly associated
with problems in school. However, children with food insecurity at home performed significantly better
academically if their school offered meal assistance. They were much less likely to be held back a year, to score badly in
language testing or to rate their overall academic performance as poor. Although the data come from the 1990s, Roustit said a new
survey of Quebec adolescents is now in progress. "We would be able to compare the results of 1999 to 2009 in few years," she
said. Nicola Edwards, a dietician and food policy expert at California Food Policy Advocates, an Oakland-based nonprofit,
said the results of the study are unsurprising. If children are hungry they cannot learn, Edwards said. "There is a
direct correlation between food insecurity and academic performance," she said. In the United States, teachers and
school administrators report that children who take advantage of food assistance programs in schools have improved behavior,
fewer absences and better test scores, Edwards added. Under the federal Child Nutrition Act, more than 31 million American
school children receive free or inexpensive lunches through the National School Lunch Program. Children from families with
incomes at or below 130 percent of the poverty level ($28,665 for a family of four) are eligible for free meals. Those with incomes
between 130 percent and 185 percent of the poverty level ($40,793 for a family of four) are eligible to receive lunch for a cost of
no more than 40 cents. According to the U.S. Department of Agriculture, the National School Lunch Program cost $9.8 billion in
2009. A study of this program that was published earlier this year supports the Canadian findings. Dr. Peter Hinrichs at
Georgetown University in Washington DC reported in the Journal of Policy Analysis and Management that for children
who participate in the National School Lunch Program, "the effects on educational attainment are sizable."
23
**AffirmativeExtensions**
2AC Overview/we outweigh (Mr.T)
Below, you should write an overview where you explain why the affirmatives impacts outweigh
those of the disadvantage(remember, you should use Mr.T (explain why the impacts of the
affirmative either outweigh (magnitude), happen faster (timeframe), or are more likely to
occur (risk), and you can also explain why the affirmative SOLVES the impacts to the
disadvantage)
You dont have to read everything you put in the blanks (especially if you dont have time to
read every word!) but you should think of arguments based in your evidence and that sound
good.
Vote affirmative because the case outweighs the disadvantage:

First,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Second,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Third,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
24
2AC Answer to No Solvency

The plan solvesstudents will eat healthier food
Robert Wood Johnson Foundation 15
[Robert Wood Johnson Foundation, Students Eat More Fruit and Throw Away Less Food With New
Healthier School Lunches, March 4 2015, http://www.rwjf.org/en/library/articles-and-news/2015/03/students-
eat-more-fruit-and-throw-away-less-food-with-new-health.html]
Hartford, Conn.After the U.S. Department of Agricultures healthier school meal standards went into effect,
students ate more fruit and threw away less of their entrees and vegetables than before the changes, according
to a study published today in Childhood Obesity. The study was led by the Rudd Center for Food Policy & Obesity at the
University of Connecticut and funded by the Robert Wood Johnson Foundation (RWJF) and the Eunice Kennedy Shriver National
Institute of Child Health and Human Development. It is among the first studies to reliably measure student consumption of entrees,
fruits, vegetables and milk during lunch, before and after the healthier standards took effect. Contrary to concerns about increased
food waste following the initial implementation of the updated standards, this study shows that students are throwing away less
food now than they were before the standards were in place. This research adds to evidence that the updated nutrition
standards for the National School Lunch Program can succeed in helping students eat healthier, said Marlene
Schwartz, PhD, the studys lead author and director of the Rudd Center. Researchers analyzed students food selection,
consumption, and waste before and after the updated standards were in place by photographing and weighing individual items on
lunch trays. Specifically, researchers tracked students from 12 middle schools in an urban school district for three yearsfrom the
spring of 2012 through the spring of 2014before the standards changed and two years after. More than 70 percent of the
students in the district qualify for free or reduced-price meals. Nearly half of the students (47%) are African-American, 38 percent
are Hispanic and 15 percent are white. In addition to finding that more students chose fruit after the updated
standards went into effect, 66 percent up from 54 percent, the study found: The amount of fruit students consumed did
not change significantly over the three-year period. In 2014, students ate 74 percent of the fruit they selected for lunch. Students
were more likely to take fruit if a greater variety of fruit was offered. For every additional type of fruit offered, there was a
significant increase (of 9%) in students who took fruit as part of their lunch. Fewer students chose a vegetable (68% in 2012
compared with 52% in 2014). However, the percentage of vegetables they consumed increased by nearly 20 percent, from 46
percent to 64 percent, which effectively decreased the amount of vegetables thrown away. Students consumed more of their
lunch entrees (up from 71% of their entre in the spring of 2012 to 84% in 2014), thus also decreasing food waste. Some
have expressed concern about the requirement that students take a fruit or vegetable, Schwartz said. Were seeing a very positive
response from students.
25
2AC Answer to Food Justice Movements
Food justice movements will be undermined under Trumpthe plan is key to

preserve any recent successes
Cohen, Freudenberg, and Poppendieck 16 Professors at the C.U.N.Y.
[Nevin Cohen, Nicholas Freudenberg, and Janet Poppendieck, CUNY Professors and Members of the CUNY
Urban Food Policy Institute, Food Justice in the Trump Age: Priorities for NYC Advocates, December 10,
2016, http://www.cunyurbanfoodpolicy.org/news/2016/12/12/food-justice-in-the-trump-age-priorities-for-nyc-
advocates]
Trumps inauguration, coupled with Republican Congressional control, requires every constituency to analyze the
threats to the gains of the last eight years. This is particularly urgent for New Yorkers involved in eliminating food insecurity and
hunger, fighting malnutrition and health inequality, and ensuring a sustainable food system with good jobs. Anticipating efforts to
undermine food justice enables advocates, researchers, and policy makers to choose priorities in our work and forge strategic
partnerships. The following brief identifies three broad areas requiring attention. Federal food assistance programs are a
crucial lifeline for New Yorkers and add roughly $20 billion to the NYC economy. Approximately 1.7 million receive SNAP; 1.1
million children consume 650,000 federally subsidized school lunches and 200,000 breakfasts daily; senior centers serve 7.5 million
meals; and 4.5 million meals are delivered to homebound seniors and people with disabilities. Statewide more than half a million
people participate in WIC, which provides nutritious foods for pregnant and lactating women, infants, and children. These are all at
risk through the following mechanisms. Block granting, in which states receive fixed allocations of federal funds and wide latitude
to spend them, would end the entitlement status of SNAP and school meals. Both are currently funded so that all who qualify can
participate with no waiting lists or caps; they expand along with needs, a policy that Republicans have tried to reverse since the
Reagan administration. Block grants would allow states to restrict eligibility and require Congress to approve funding levels, putting
the programs in the cost-cutting crosshairs. House Speaker Paul Ryan has already called for cutting SNAP by $23 billion.
As a companion article illustrates, block granting welfare in the 1990s led to cutbacks, and SNAP and school food would likely
suffer a similar fate. Countering these efforts must be a priority. A second threat is the Republican Partys desire to
separate SNAP from the Farm Bill. Since the 1960s, food assistance was included in the farm bill to ensure rural
support in exchange for urban lawmakers support for farmers, an alliance benefitting both constituencies. Separating
SNAP and breaking the rural-urban link reduces political support and makes it an easier fiscal target, and should
be opposed by food advocates.
26
**Affirmative answers to Spending DA**

2AC Answer to Spending DA
1. The disadvantage is non-uniqueDeVos is already destroying federal support
for special education funding
Nickell 4 10 17
(Lauren, educator and socialist activist based in Boston, MA, "Fighting for Special Education,"
https://www.jacobinmag.com/2017/04/betsy-devos-special-education-austerity-neoliberalism/)
The confirmation of Donald Trumps pick for Secretary of Education raises questions among faculty at schools across
the nation about how to organize to protect public education. For many special education teachers in particular, the
threat of widespread cuts to public schools is particularly urgent. Betsy DeVos is a champion of school
privatization and advocate of dismantling public education, and she confidently and aggressively plans to
pursue these goals. US special education departments have long suffered from ableist policy and funding
practices, which are part and parcel of the neoliberal assault on public schools in which students with disabilities are always
the ones thrown under the bus. DeVos, who openly opposes a federal guarantee of free and appropriate
education to students with disabilities, appears poised to further ravage these services.
2. No linkthe federal budget doesnt require trade-offs

Adams 17
(Kimberly, Political Reporter @ Marketplace, "Trump is about to run into the budget reality," 2/28,
https://www.marketplace.org/2017/02/28/economy/trump-budget-speech)
President Donald Trump has his big speech tonight, and one of the issues hes expected to talk about is the budget. On
the
campaign trail and in speeches, Trump has made budgeting sound easy: You cut here, add there and youre
done, sort of the way businesses run their processes. But the federal budget is not a zero-sum game there
are political pressures and many items that simply cant be cut. Trump would like to run the government like a
business, but when it comes to the budget, there are some key differences. For one, members of Congress, who
have to pass the budget, are not Trumps employees. "In a business, he can say, 'You're fired' to people who don't cooperate,"
said Joe White of Case Western Reserve University, who has been studying the budget process for decades. "Whereas he can't fire
Paul Ryan and he can't fire any senators." Another difference: Cutting spending from one area doesnt necessarily
free up money for something else, because of politics.
3. Below write an argument on your own that explains why the affirmative solves
the impacts to the disadvantage, or why not doing the plan could cause the
disadvantage. Be sure to use your 1AC evidence!
27
**NegativeCase arguments**
1NC Answer to Solvency
1. No solvencykids will just throw out healthier food
Welch 15
[Ashley Welch, School Lunch Fruits and Veggies Often Tossed in Trash, Study Finds, August 25, 2015,
http://www.cbsnews.com/news/school-lunch-fruits-and-veggies-often-tossed-in-trash-study-finds/]
New federal guidelines requiring healthier school lunches have made headlines in recent years, but that doesn't
mean kids are eating them up. In fact, a study conducted soon after the Healthy, Hunger-Free Kids Act went into effect found
what many parents suspected: a lot of school children were taking the required fruits and vegetables and throwing them directly
into the trash. The small study, published online Tuesday in Public Health Reports, comes about a month before Congress is
scheduled to vote on whether to reauthorize the program. Researchers from the University of Vermont used digital
photography to capture images of students' lunch trays after they selected their food, as they were leaving the lunch line, and again
at the end of their lunch as they passed the food disposal area. They found that while children placed more fruits and
vegetables on their trays - as required by the USDA mandates put in place in 2012 - they consumed fewer of them.
The amount of food wasted increased by 56 percent, the researchers found.
2.Turnschool lunches contribute to childhood obesity.

Schanzenbach 5 Professor of Education and Public Policy at Northwestern
University
[Diane Whitmore Schanzenbach, Do School Lunches Contribute to Childhood Obesity? October 2005,
http://academics.hamilton.edu/economics/home/lunch6.pdf]
When compared to their classmates who brown bag their lunches, school lunch participants are 2 percentage points
more likely to be overweight all else equal. Analysis of food diary data suggests that school lunch eaters consume
between 40 and 120 calories more at lunch than brown baggers, but both groups consume the same number of calories
the rest of the day. A simulation of the relationship between weight and caloric intake among children indicates that as few as 40
additional calories per day could lead to a 2 percentage point difference in obesity rates. Although this explains a
relatively small part of the overall obesity rate, and is not a strong candidate for describing the cause of the large and rapid increase
in the rate, it suggests a relatively straightforward policy intervention and since the Federal government spends over $6 billion
per year on the program one in which the government wields considerable leverage.
3. Below write an argument on your own that explains why increasing school
lunch standards wont lead to a decrease in the obesity rate.
28
1NC Answer to Food Injustice ADV

1. Food justice movements are strong and solving now they are combatting
racial and injustices in food distribution
Smith 16
Truthout News Analyst [Rory Smith, The Future of the Food Justice Movement, May 07, 2016,
http://www.truth-out.org/news/item/35915-the-future-of-the-food-justice-movement]
The food justice movement -- a loose but expansive conglomeration of organizations working to create a more just food
system in the United States -- has accomplished a great deal over the last 30 years. But can it manage to converge in its
diversity and create a countermovement potent enough to transform the current food regime? Or is it too shallow and too spread,
destined to disappear in its disjointedness. Things may seem a little out of sorts when one in six Americans -- residents of the most
affluent country on the planet -- don't have enough to eat, and when the percentage of hungry people in the United States has gone
up 57 percent since the late 1990s. Sprinkle in that little detail about how Black and Latino neighborhoods are
often left practically devoid of fresh produce but flooded with fast food restaurants (something that contributes to high
rates of obesity, diabetes and thyroid disease), and you might start to question one or two things. Toss in the fact that
many of the 2 million farm laborers who produce US consumers' fruits and vegetables are not only subjected to brutal labor
conditions but also can't afford to consume the very same food they pick, and you might really start to wonder. And when you top
off this gallimaufry with one more slight detail -- that there are 1 billion people around the world suffering from malnourishment, a
number that hasn't changed significantly since the 1970s -- the inequity of the current food regime becomes pretty clear. It was
the food justice movement that first recognized this reality, and it has spent the last 30 years challenging and redressing
these inequalities. The Black Panthers' Free Breakfast for School Children Program, Cesar Chavez and the United Farm Workers,
and the family farming caucuses that swept the United States during the 1980s were early proponents of food justice. And while
these original players have been all but subsumed by the passage of time, they have been replaced by hundreds of thousands of
farmworkers, urban and rural farmers, activists, consumers and academics who are all working to institute a
fairer and more just food system. This effort is what Eric Holt-Gimnez, the executive director of Food First,
calls "converging in our diversity," and it is the linchpin of creating a just food system: a system that stresses the
right of communities everywhere to produce, distribute and have equal access to healthy food, irrespective of class, gender or
ethnicity. Just when that Rust Cohle-like pessimism seems to have obtruded on our collective consciousness -- foregrounded by
our failure to engineer any overhaul of the US financial system and scientists' incredulous predictions on global warming -- the
food justice movement could be that slow-cooked countermovement that we have all been waiting for.
Everyone has some kind of a relationship with food. It is the cornerstone of culture and life, as well as of the capitalist
system. If any revolution is going to be successful, this seems like a good place for it to start.
2. Below write an argument on your own that explains poverty and racism can be
caused by things that improving school lunches cannot solve.
29
**NegativeSpending Disadvantage**
1NC Spending DA 1/3
UniquenessSpecial education funding is safe now, but it's low enough for new
spending to pose a severe risk
Samuels 3 16 17
[Christina, Staff @ Ed Week, "Special Education Funding Maintained in Trump Administration Budget Blueprint,"
http://blogs.edweek.org/edweek/speced/2017/03/special_education_funding_maintained_in_trump_budget.htm]
The "skinny" budget blueprint released by the Trump administration Thursday would maintain current spending
levels for special educationabout $13 billion, most of which is money sent directly to states. The budget blueprint is just
the beginning of a long process. While this document shows the administration's priorities, it is Congress that ultimately passes
spending legislation. And lawmakers have their own ideas about what programs should be cut, and which should
be kept. But, if these funding amounts were to stay in place, the federal contribution for special education and related services
would be about 16 percent of the excess costs of educating a student with a disability, compared to a general education student. In
1975, when the federal government passed the law that was to become the Individuals with Disabilities
Education Act, Congress authorized paying states up to 40 percent of the excess costs of educating a student
with disabilities, based on national per-pupil expenditures. But in the 40-plus years of the law's existence, the federal
government has never gotten close to meeting that goal. The Trump administration is not different from
other administrations in that regard. The budget blueprint shows that the Education Department, at least
right now, is not planning to cut special education in order to fund its other goals, which include a $1.4 billion
increase in school choice, which would include $250 million for a new private school choice program, and $168 million increase for
a program aimed at supporting charter school expansion.
30
1NC Spending DA 2/3

LinkThe dollar amount for education funding is already set, and money must
be moved around for the plan, causing trade-offs with other programs
Miller 15
[Ben, Education Policy Analyst @ Center for American Progress, "Capped Out," 9/22,
https://www.americanprogress.org/issues/education/reports/2015/09/22/121671/capped-out/]
When it comes time to produce appropriations bills, congressional committee members must figure out how
to divide up their overall allocation among their 12 subcommittees. The dollar amount they pick for each subcommittee,
which is known more formally as a 302(b) allocation, dictates the maximum amount of money that group can spend for the next
fiscal year. Due to the small number of subcommittees, each of these 302(b) allocations sets the maximum spending
amount for several federal agencies. For example, the U.S. Department of Education shares the same 302(b)
allocation with the U.S. Department of Labor and the U.S. Department of Health and Human Services, along with
some other smaller agencies. Thefederal budget process thus creates a series of cascading zero-sum games once
the overall spending level is set. Different 302(b) allocations compete amongst each other for
money; within the same spending cap, multiple agencies have to fight with each other for funding. This competition is
further exacerbated because Congress tends to treat all discretionary spending as either defense or nondefense related. This
automatically pits every nondefense program against the others for funds from the same pot.
31
1NC Spending DA 3/3

ImpactSpecial education cuts risk the acceptance of disabled students and
support resources
ASEC 3
[Area Special Education Cooperative, "Special Education Paraprofessional Handbook," August,
http://www.asec.net/archives/asecparahandbook8-03.pdf]
Historically individuals with disabilities were not valued members of the community. Sometimes, special asylums were
built for people who were disabled. Often conditions in these institutions were dehumanizing, filthy and crowded.
There is little evidence that people in these institutions were given skills or education that would enable them to cope with the
world and become members of the greater community. Much of the lack of education occurred because it was
believed that these individuals were not able to learn like other people and that it would be a waste of time
and money to help them learn. In recent times as early as the 1970's, prior to Public Law 94-142 (Education of All
Handicapped Children Act), children with special needs often continued to be excluded from the public education
system or if included, they were often segregated from their peers in separate classrooms or schools. This
practice is no longer acceptable. Today, with the reauthorization of P.L. 94-142, now called IDEA (Individuals with Disabilities
Education Act), students with disabilities are now an integral part of the regular school environment. This
legislation emphasized the inclusion of children with disabilities into the regular classroom and community
environments, and increased the need for and use of paraprofessionals. When that is not possible, children are to be
educated in the "least restrictive environment" appropriate for the child. Federal law, as well as State mandated practices, have
established procedures to assure that to the maximum extent appropriate, students with disabilities are educated with non-disabled
students. Special classes, separate schools, or other removal of students with disabilities from the regular educational environment
occur only when the nature or severity of the disability is such that education in regular classes, with the use of supplementary aids
and services, cannot be achieved satisfactorily. Research supports that children with disabilities benefit from inclusive
instruction within the regular classroom environment. For children with moderate to severe handicaps, inclusion can
increase social interaction between disabled and non-disabled children. Inclusion can increase social
acceptance by peers and provide disabled students with appropriate behavior models.
32
**NegativeSpending Extensions**
2NC Overview/we outweigh (Mr.T)
Below, you should write an overview where you explain why the disadvantages impacts
outweigh those of the affirmative(remember, you should use Mr.T (explain why the impacts
of the disadvantage either outweigh (magnitude), happen faster (timeframe), or are more likely
to occur (risk), and you can also explain why the disadvantage SOLVES the impacts to the aff)
You dont have to read everything you put in the blanks (especially if you dont have time to
read every word!) but you should think of arguments based in your evidence and that sound
good.
Vote negative because the disadvantage outweighs the affirmative:

First,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Second,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Third,
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
33
2NC Answer to No Link

The plan links to the disadvantagethe education budget is zero-sum
McCann 14
(Clare, senior policy analyst with New America's Education Policy program, "Unaccompanied Children Crisis
Has Implications for Education Budget," 7/22, https://www.newamerica.org/education-
policy/edcentral/unaccompanied-children-crisis-implications-education-budget/)
Thats where the trouble starts for education spending. In 2011, Congress passed the Budget Control Act (BCA),
implementing a series of spending caps to limit federal appropriations funding over the next decade. Under the BCA
regime, funding is zero-sum, because absent congressional action (like lifting or removing the caps), the limits hold for
all appropriations. So once the HHS funding for unaccompanied children is wrapped into the regular appropriations--rather
than counted as emergency funding, which isnt subject to the spending caps--every dollar directed to that cause will be
counted against the overall appropriations limit. And since the Departments of Labor, HHS, and Education are all
funded in one package by Congress, the trade-offs in funding will likely come from within those agencies. If
the problem continues to grow, funding for the immigration crisis could eat into the federal budget for education programs.
34

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2017-2018 Atlanta Urban Debate League

MS and HS Novice Packet (School Lunches Affirmative and Negative)

Speeches and Speech Order

The Constructive Speeches

Roles of debaters during constructive speeches

The Rebuttal Speeches

Role of debaters during Rebuttal Speeches

How to write a block and why?

What would a block look like?

Sample 2AC block Math Block

Sample 2AC Block

5. [More arguments, or evidence]

6. [More arguments, or evidence]

Now lets write a 2NC block to one of the arguments.

Sample 2NC block

See, its that easy!!

Here's a few ideas for adapting to your judge:

So what makes a card good???

So what makes a bad card????

There are 3 parts to an evidence card:

2) The source citation (see Tags below)

***School Lunches Affirmative + Case Neg***

Intro to the Negative

The affirmative can respond to this disadvantage in a few ways, including:

Words in the Packet

- Ableistdiscrimination and social prejudice against people with disabilities.

PLAN The United States federal government should:

1AC School Lunches (2/5)

1AC School Lunches (3/5)

1. Children in poor and minority communities are disproportionately unhealthy,

1AC School Lunches (4/5)

1AC School Lunches (5/5)

Vote affirmative because the case outweighs the disadvantage:

2AC Answer to No Solvency

2AC Answer to Food Justice Movements

Food justice movements will be undermined under Trumpthe plan is key to

**Affirmative answers to Spending DA**

2. No linkthe federal budget doesnt require trade-offs

2.Turnschool lunches contribute to childhood obesity.

1NC Answer to Food Injustice ADV

1NC Spending DA 2/3

1NC Spending DA 3/3

Vote negative because the disadvantage outweighs the affirmative:

2NC Answer to No Link

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School Lunches Affirmative + Case Neg

Affirmative answers to Spending DA