General Actions:
Tournament | Round | Opponent | Judge | Cites | Round Report | Open Source | Edit/Delete |
---|---|---|---|---|---|---|---|
Alta | 2 | Meadows CN |
| ||||
Berkeley | 9 | Erry1 | Erry1 |
| |||
Berkeley | 1 | Denver School of the Arts |
| ||||
Gonzaga | 1 | Capitol WM | Jenna Bauer |
| |||
Gonzaga | 9 | Erryone | Erryone |
| |||
Gonzaga | 3 | St Francis RS | Matea Ivanovic |
| |||
Gonzaga | 6 | Heritage Hall NC | Gabe Olson |
|
Tournament | Round | Report |
---|---|---|
Alta | 2 | Opponent: Meadows CN | Judge: 1AC- Mexico Renewables |
Berkeley | 1 | Opponent: Denver School of the Arts | Judge: 1AC- Eurocentrism |
Gonzaga | 1 | Opponent: Capitol WM | Judge: Jenna Bauer 1AC- Mexico Renewables |
Gonzaga | 3 | Opponent: St Francis RS | Judge: Matea Ivanovic 1AC- Mexico Renewables |
Gonzaga | 6 | Opponent: Heritage Hall NC | Judge: Gabe Olson 1AC- Mexico Renewables |
To modify or delete round reports, edit the associated round.
Entry | Date |
---|---|
1AC Alta RD 2Tournament: Alta | Round: 2 | Opponent: Meadows CN | Judge: AND Mexico’s launch today of a 2050 Climate Change Vision report is a welcome next step in its path to a low-carbon future AND AND AND A new study has just come out that looked at nearly 12,000 professional scientific journal papers about global warming, and found that—of the papers expressing a stance on global warming—97 percent endorse both the reality of global warming and the fact that humans are causing it.¶ AND We need to get prepared for four degrees of global warming, AND The world’s oceans may be turning acidic faster today from human carbon emissions than they did during four major extinctions in the last 300 million years, when natural pulses of carbon sent global temperatures soaring, says a new study in Science. AND The grid above presents four scenarios looking at different combinations of ¶ uncertainty over climate sensitivity (the response level of the climate system to a ¶ particular level of greenhouse gas concentrations) and the success of global ¶ mitigation policies. The scenarios illustrate the 2100 outcome assuming the ¶ current “consensus” scientific target of aiming for a 50:50 chance of achieving ¶ 2°C in 2100 (450ppm CO2 eqv). The temperatures given are global averages, ¶ but fragile regions such as Africa will experience rises at least 50 higher. An ¶ average global temperature rise of 4°C would make subsistence agriculture ¶ unviable AND The best strategy to compete against China, double our exports and invigorate our economy is to deepen economic integration with our neighbors and to do it together rather than apart. AND AND If the United States begins to look like a less reliable defender of the present order, that order will begin to unravel. People might indeed find Americans very attractive in this weaker state, but if the United States cannot help them when and where they need help the most, they will make other arrangements. A grand strategy based on American primacy means ensuring the United States stays the world's number one power the diplomatic, economic and military leader. Those arguing against primacy claim that the United States should retrench, ei¬ther because the United States lacks the power to maintain its primacy and should withdraw from its global commitments, or because the maintenance of primacy will lead the United States into the trap of "imperial overstretch." AND American led wars in Kosovo, Afghanistan and Iraq stand in contrast to the UN's inability to save the people of Darfur or even to conduct any military campaign to realize the goals of its charter. The quiet effectiveness of the PSI in dismantling Libya's WMD programs and unraveling the A.Q. Khan proliferation network are in sharp relief to the typically toothless attempts by the UN to halt proliferation. You can count with one hand countries opposed to the United States. They are the "Gang of Five": China, Cuba, Iran, North Korea and Venezeula. Of course, countries like India, for example, do not agree with all policy choices made by the United States, such as toward Iran, but New Delhi is friendly to Washington. Only the "Gang of Five" may be expected to consistently resist the agenda and ac¬tions of the United States. China is clearly the most important of these states because it is a rising great power. Mexico is on track to elevate its renewable power AND Mexican President-elect Enrique Peña-Nieto visited U.S. President Barack Obama this week, just before taking office on December first. As Peña Nieto himself remarked, the meeting marked one of the rare occasions when the start of Mexican and American presidential terms nearly coincide. AND AND AND AND | 12/7/13 |
1AC CV RD 1Tournament: Central Valley Bear Brawl | Round: 1 | Opponent: Coeur d Alene RF | Judge: Alexis Kostun AND Mexico’s launch today of a 2050 Climate Change Vision report is a welcome next step in its path to a low-carbon future AND AND AND A new study has just come out that looked at nearly 12,000 professional scientific journal papers about global warming, and found that—of the papers expressing a stance on global warming—97 percent endorse both the reality of global warming and the fact that humans are causing it.¶ AND We need to get prepared for four degrees of global warming, AND The world’s oceans may be turning acidic faster today from human carbon emissions than they did during four major extinctions in the last 300 million years, when natural pulses of carbon sent global temperatures soaring, says a new study in Science. AND The grid above presents four scenarios looking at different combinations of ¶ uncertainty over climate sensitivity (the response level of the climate system to a ¶ particular level of greenhouse gas concentrations) and the success of global ¶ mitigation policies. The scenarios illustrate the 2100 outcome assuming the ¶ current “consensus” scientific target of aiming for a 50:50 chance of achieving ¶ 2°C in 2100 (450ppm CO2 eqv). The temperatures given are global averages, ¶ but fragile regions such as Africa will experience rises at least 50 higher. An ¶ average global temperature rise of 4°C would make subsistence agriculture ¶ unviable AND AND Unilateralism is the wrong approach for American Diplomacy. There is nothing to suggest its efficacy since 9/11. There is nothing to suggest its usefulness for future conflict. In allowing the US to go it alone, America's partners and allies risk the havoc and catastrophic consequences that will accompany "Imperial Overstretch." AND AND Such a system also offered the United States -- then, as now, the world's unchallenged superpower -- the assurance that other countries would not feel the need to develop coalitions to balance its power. Instead, the UN provided a framework for them to work in partnership with the United States. Mexico is on track to elevate its renewable power AND Mexican President-elect Enrique Peña-Nieto visited U.S. President Barack Obama this week, just before taking office on December first. As Peña Nieto himself remarked, the meeting marked one of the rare occasions when the start of Mexican and American presidential terms nearly coincide. AND AND AND AND | 12/7/13 |
2AC CV RD 1Tournament: Central Valley Bear Brawl | Round: 1 | Opponent: Coeur d Alene RF | Judge: Alexis Kostun We can be confident the extra CO2 in the atmosphere has come from the oxidation of fossil fuels and not from outgassing from the ocean or from soil/land sources by using two key observations AND Finally, shunning can itself cause injustices. Should we shun a nation that violates the rights of some or all of its citizens if the burden will fall primarily on those victims? AND John Feeley, the Deputy Chief of Mission of the United States Embassy to Mexico, said on Tuesday that the U.S. government would not abandon the fight against drug trafficking and organized crime AND As writers such as Niccolo Machiavelli, Max Weber, Reinhold Niebuhr, and Hannah Arendt have taught, an unyielding concern with moral goodness Is there any end that could justify a nuclear war that threatens the survival of the species? Is not all-out nuclear war just as self contradictory in the real world as pacifism is accused of being? Some people argue that "we are required to undergo gross injustice that will break many souls sooner than ourselves be the authors of mass murder."73 Still others say that "when a person makes survival the highest value, he has declared that there is nothing he will not betray. But for a civilization to sacrifice itself makes no sense since there are not survivors to give meaning to the sacrifical sic act. Forget the levity of the example and consider the case of the innocent fat man. If there really is no other way of unsticking our fat man and if plainly, without blasting him out, everyone in the cave will drown, then, innocent or not, he should be blasted out. This indeed overrides the principle that the innocent should never be deliberately killed, but it does not reveal a callousness toward life, for the people involved are caught in a desperate situation in which, if such extreme action is not taken, many lives will be lost and far greater misery will obtain. Moreover, the people who do such a horrible thing or acquiesce in the doing of it are not likely to be rendered more callous about human life and human suffering as a result. Its occurrence will haunt them for the rest of their lives and is as likely as not to make them more rather than less morally sensitive. AND Finally, even if one grants that saving two persons with dignity cannot outweigh and compensate for killing one-because dignity cannot be added and summed in this way-this point still does not justify deontological constraints. In the face of extinction risks, policymakers must be utilitarian. The main point, however, is that utilitarianism has a necessary pace in any democratic country's normal political deliberations. My larger argument turns on the proposition that there is something special about the situation of public officials that makes utilitarianism more plausible When, for example, we want to assess the moral correctness of proposed governmental legislation, we may well wish to set aside any question of the intentions of the legislators. AND Therefore, rule utilitarianism's neglect of intentions intuitively makes the most sense when we are assessing the moral worth of some large-scale policy proposed by an entity consisting of more than one individual. The significance and the limits of the two broad traditions can be captured by contemplating a hypothetical case.34 Imagine that you are visiting a Central American country and you happen upon a village square where an army captain is about to order his men to shoot two peasants lined up against a wall. AND To say that human extinction is a certainty would, of course, be a misrepresentation – just as it would be a misrepresentation to say that extinction can be ruled out. To begin with, we know that a holocaust may not occur at all. If one does occur, the adversaries may not use all their weapons. If they do use all their weapons, the global effects in the ozone and elsewhere, may be moderate. | 12/7/13 |
Eurocentrism AffTournament: Berkeley | Round: 1 | Opponent: Denver School of the Arts | Judge: The good-left/bad-left thesis may seem more enlightened and progressive than classic racist or imperialist rhetoric in that it does not lump all Latin Americans together, but in fact the clever colonizer has always distinguished between “good” and “bad” members of the subordinate group. When Columbus sailed through the Caribbean in the 1490s, he contrasted the peaceful Arawaks of Cuba to the aggressive, allegedly cannibalistic Caribs to the southeast (Hulme, 1994: 169–171, 190). European and U.S. imperialists, as well as Latin American elites, employed similar discursive strategies over the following centuries.2 In the early twentieth century, both the jingoists led by Theodore Roosevelt and the Wilsonian “idealists” contrasted the unruly children of Central America and the Caribbean with the more responsible leaders in the bigger Latin American countries. Woodrow Wilson and his appointees pledged to replace the “naughty children” of Latin America with “good men,” whom they would “teach the South American republics to elect” (Schoultz, 1998: 244, 272, 192–197; Kenworthy, 1995: 30; cf. Johnson, 1980: 209, 217; Black, 1988). Later, following the 1959 Cuban Revolution, U.S. policy came to focus on assisting the good Latins while isolating, and often exterminating, the bad; many of the tropes used to characterize Hugo Chávez in the past decade have clear precedents in government and press depictions of Fidel Castro starting four decades earlier (Platt et al., 1987; Johnson, 1980: 113, 241; Landau, 2006; Chomsky, 2008). Similar binary depictions have long characterized Orientalist discourse toward Asian and African peoples, particularly Muslims (Mamdani, 2004). Researchers contributing to the Latin American Modernidad / Colonialidad research programme have drawn attention to the mythical character of this narrative by arguing that coloniality, understood as a pattern of European violence in the colonies, and modernity need to be understood as two sides of the same coin. They also stress the constitutive role of the “discovery” of the Americas which enables Europe to situate itself at the economic and epistemological centre of the modern world system. The modern idea of universal history, that is the writing of history of humankind in a frame of progressive and linear time, has also been criticised as inherently Eurocentric. This is because it construes the European development as following the normal and necessary course of history and consequently only accommodates the experience of other world regions in relation to it. The construction of the Americas through a European lens is epitomised by the fact that for a long time most accounts of American history started with the arrival of the settlers (Muthyala 2001). Strategies deployed to challenge this Eurocentric master narrative have involved replacing discovery with disaster to stress the violence inherent in the process which was a key part of European modernity. The projection of American power at the turn of the 20th century assumed a variety of forms, so that while the Philippines became a colony, Cuba, until 1934, was a semi-protectorate. Violence and racist representation figured in both instances. In the Cuban case, for example, the U.S. undersecretary of war, J. C. Breckenridge, wrote in 1897 that the inhabitants of the island were "generally indolent and apathetic," "indifferent to religion," and therefore "immoral," and before any US. presence was to be institutionalized in Cuba, it would be necessary to "clean up the country," even if this meant using the "methods of Divine Providence used on the cities of Sodom and Gomorrah " Breckenridge went on to state that "we must destroy everything within our cannons' range of fire ... (w)e must impose a harsh blockade so that hunger and its constant companion, disease, undermine the peaceful population and decimate the Cuban army" (qtd. in Ricardo 1994, 45). According to the ruling perspective from Washington, the specificity of contemporary Cuba, or more accurately of the post-1959 Castro government, has been its alliance during the Cold-War period with the Soviet Union and its continuing adherence post-1989 to a communist political system. This specificity has been used by the United States not only as a justification for classifying Cuba as a threat to the United States and the Western hemisphere and, more recently, as a "rogue state," but also as a legitimization of its embargo or blockade of Cuba—an embargo that has been condemned by the United Nations and the Inter-American Juridical Committee, which has ruled that such a measure against Cuba violates international law (Chomsky 2000,2).8 The rootedness of the current conflict in centuries of often violent interaction between North and South is difficult to see due to security studies’ reliance on histories and geographies which reproduce Eurocentric conceptions of world politics. This problem is not peculiar to security studies. According to Barry Buzan and Richard Little, ‘there is no doubt that International Relations has been studied from a very Eurocentric perspective . . .’10 Eurocentrism is a complex idea but at its core is the assumption of European centrality in the human past and present.11 On this view, Europe is conceived as separate and distinct from the rest of the world, as self-contained and self-generating. Analysis of the past, present and future of world politics is carried out in terms – conceptual and empirical, political and normative – that take for granted this centrality and separation.12 Neither the content – social, political, economic and cultural – nor the geographical location of ‘Europe’ are fixed. Eurocentrism is about both a real and an imagined Europe. Over time, as Martin Lewis and Kären Wigen demonstrate, the location of Europe shifts, expands and contracts, eventually crossing the Atlantic and the Pacific and becoming synonymous with the ‘West’.13 Today, the ‘West’ is centred on the Anglophone US – a former European settler colony – and incorporates Western Europe, North America, Japan and the British settler societies of Oceania. There are few better examples of Eurocentrism than the notion that the end-point of development and modernisation is defined by the contemporary West. Towards a Postcolonial Approach to Political Science In response to the dominant paradigm that influences policies and debates, a method of decolonization is needed. We must reveal, critique and reorient ourselves towards the dominant conception of knowledge. ¶ What do decoloniality and decolonial education mean? Where does this movement come from? What are the key ideas that underlie and comprise decolonial education? What does decolonial education look like in practice? My presentation will introduce a decolonial perspective on modernity and sketch the implications of this perspective for rethinking modern education beyond the epistemological boundaries of modernity. The overall argument can be seen as an attempt to reveal, critique, and change the modern geopolitics of knowledge, within which modern western education first emerged and remains largely concealed. ¶ Decoloniality involves the geopolitical reconceptualization of knowledge. In order to build a universal conception of knowledge, western epistemology (from Christian theology to secular philosophy and science) has pretended that knowledge is independent of the geohistorical (Christian Europe) and biographical conditions (Christian white men living in Christian Europe) in which it is produced. As a result, Europe became the locus of epistemic enunciation, and the rest of the world became the object to be described and studied from the European perspective. The modern geopolitics of knowledge was grounded in the suppression of sensing and the body, and of its geo-historical location. The foundations of knowledge were and remain territorial and imperial. The claims to universality both legitimate and conceal the colonial/imperial relations of modernity (Mignolo, 2011). ¶ ¶ Decolonial education is an expression of the changing geopolitics of knowledge whereby the modern epistemological framework for knowing and understanding the world is no longer interpreted as universal and unbound by geohistorical and bio-graphical contexts. “I think therefore I am” becomes “I am where I think” in the body- and geo-politics of the modern world system (Mignolo, 2011). The idea that knowledge and the rules of knowledge production exist within socio-historical relationships between political power and geographical space (geopolitics) shifts attention from knowledge itself to who, when, why, and where knowledge is produced (Mignolo, 2011). The universal assumptions about knowledge production are being displaced, as knowledge is no longer coming from one regional center, but is distributed globally. From this recognition of the geo and body politics of knowledge, education, including the various knowledge disciplines that comprise education and knowledge of education, can be analyzed and critiqued with questions such as: who is the subject of knowledge, and what is his/her material apparatus of enunciation?; what kind of knowledge/understanding is he/she engaged in generating, and why?; who is benefiting or taking advantage of particular knowledge or understanding?; what institutions (universities, media, foundations, corporations) are supporting and encouraging particular knowledge and understanding? (Mignolo, 2011, p. 189). ¶ Decolonial thinking and writing first emerged in the initial formations of modernity from the experiences of and responses to European colonization in the Andean regions during the sixteenth century. The colonial context created a betweeness of cosmologies for the colonized. This consciousness of being between cultures within a dominant culture is the central feature of decolonial thought -- thinking from the borders created by a totalizing cosmology associated with European modernity. For example, the sixteenth century writings of Waman Puma de Ayala focused on ways to preserve Aymara and Kechua knowledge cultures and co-exist within the new world order (Mignolo, 2005). Today, decolonization is used among indigenous intellectuals around the world, where a variety of models of decolonial education have emerged. Decolonial thinking about education is rooted in the violent occlusion of ways of knowing and being among indigenous civilizations in the Americas within the imposition of a new world order. The conquest of the Americas meant the demolition of indigenous education and economic systems. European Renaissance universities, for example, were soon transplanted across the Atlantic that had no relation to the languages and histories of the native peoples. As the report points out, modern social sciences were developed in England, France, Italy ,Germany ,and the United States and were meant to deal with the social reality of those countries (Wallerstein 1996,23).From the fact that the rest of the world was segregated to be studied by other disciplines—anthropology and orientalism (23–28)—it is not possible, however, to conclude that those other territories, cultures, and peoples were not present as an implicit reference in all the disciplines. The separation between the studies of the modern European North Americans and the rest is made on the basis of assumptions in relation to others, assumptions that define them as essentially different. The superiority of modern industrial societies is defined in contrast with the inferiority of the non-modern. The first dimension concerns the relationship between positivist IR¶ theory and postmodernist IR ‘theory’ (and the examples illustrate the claims concerning pluralism and factionalism made in the introduction to this¶ section). It is exhibited when we read Walt warning of the danger of postmodernism as a kind of theoretical decadence since ‘issues of peace and war are too important for the field of IR to be diverted into a prolix¶ and self-indulgent discourse that is divorced from the real world’,12 or¶ find Keohane asserting sniffily that: Eurocentrism has been variously de?ned as an attitude, conceptual apparatus, or set of empirical beliefs that frame Europe as the primary engine and architect of world history, the bearer of universal values and reason, and the pinnacle and therefore model of progress and development. In Eurocentric narratives, the superiority of Europe is evident in its achievements in economic and political systems, technologies, and the high quality of life enjoyed by its societies. Eurocentrism is more than banal ethnocentric prejudice, however, as it is intimately tied to and indeed constituted in the violence and asymmetry of colonial and imperial encounters. Eurocentrism is what makes this violence not only possible, but also acceptable or justi?able. As such, Eurocentrism is the condition of possibility for Orientalism, the discursive and institutional grid of power/knowledge integral to the production and domination of the Orient as Other. Signi?cant critiques of Eurocentrism emerged in the context of post-World War II shifts in geopolitical power, including anticolonial and anti-imperial revolutionary movements. Even so, Eurocentric epistemologies continue to haunt the production of knowledge in geography in signi?cant and disturbing ways. It is our view that this liberal tale of a ‘kaleidoscope’ of perspectives has been convincingly deemed insufficient and inefficient, as the mere inclusion of ‘other’ perspectives is not sufficient to overcome the hegemony of certain narratives. We thus argue for the need to open up the debate on knowledge and power, engaging with the frames of interpretation within which such perspectives are to be included. Thus, following Cornel West’s argument, this article aims at showing the theoretical and analytical relevance of the notion of Eurocentrism for understanding the ways in which ‘race’ and racism are rendered (in)visible in the debate on nationhood, citizenship and democracy. We argue that the effectiveness of Eurocentrism lies not so much in prejudiced representations of the ‘other’, but in the depoliticisation of power relations that make plausible such (mis)representations. According to Wendy Brown (2006): Depoliticization involves removing a political phenomenon from comprehension of its historical emergence and from a recognition of the powers that produce and contour it. No matter its particular form and mechanics, depoliticization always eschews power and history in the representation of its subjects (p. 15, original emphasis). A fundamental problem which underlies the origin and reproduction of IR’s eurocentricity is the overwhelming dominance of ideas produced in and by the west, and the wilful and determined silencing of the voices and histories of the colonised. But the result of this fundamental problem is flawed knowledge about the world. Eurocentricity is therefore a dual problem concerning both the authors and the content of knowledge, and cannot be resolved through normative commitments alone. It is not only the voices of the colonised, but the histories of colonialism, which have been glaring in their absence from the discipline of International Relations. From Mexico to Argentina, the violence of the European culture of conquest and colonization continued after decolonization in Latin America’s own self-fashioning. The nation-state’s appearance as the agent of civilization in the nineteenth-century involves the reformation of Eurocentric modernity in which the racialized violence linked to capitalism is rationalized as the natural expansion of universal reason and scientific truth (Coronil, 1997, p. 74). ¶ The civilizing alterization experience of Latin America offers a way of thinking differently about the politics and ethics of knowledge, language, and education relevant to the experiences and histories of all locations within the modern/colonial world system, including the system’s origin and center – Western Europe and North America. ¶ The “discovery” of America and the genocide of Indians and African slaves are the very foundations of “modernity,” more so than the French or Industrial Revolutions. Better yet, they constitute the darker and hidden face of modernity, “coloniality.” Thus, to excavate the “idea of Latin America” is, really to understand how the West was born and how the modern world order was founded. (Mignolo, 2005, p. xiii)¶ | 2/17/14 |
Mexico Renewables Plan text- Conway ClassicTournament: Gonzaga | Round: 9 | Opponent: Erryone | Judge: Erryone | 1/8/14 |
New Plan textTournament: Berkeley | Round: 9 | Opponent: Erry1 | Judge: Erry1 | 2/13/14 |
Filename | Date | Uploaded By | Delete |
---|---|---|---|
12/7/13 | natem388@gmailcom |
Abernathy (TX)
ACORN Community (NY)
Agape Leaders Prep (NY)
Airline (TX)
Alpharetta (GA)
Alpine (UT)
Alta (UT)
Anderson (TX)
Appleton East (WI)
Appleton (MD)
Arcadia (CA)
Ashland (OR)
Athens (TX)
Atholton (MD)
Austin SFA (TX)
Ballard (WA)
Baltimore City College (MD)
Barbers Hill (TX)
Barstow (MO)
Bellarmine (CA)
Bentonville (AR)
Berkeley Prep (FL)
Berkner High School (TX)
Bexley (OH)
Bingham (UT)
Bishop Guertin (NH)
Bishop Loughlin (NY)
Blake (MN)
Bloomington (MN)
Blue Valley North (KS)
Blue Valley Northwest (KS)
Blue Valley Southwest (KS)
Blue Valley West (KS)
Briar Woods (VA)
Broad Run (VA)
Bronx Law (NY)
Bronx Science (NY)
Brooklyn Technical (NY)
Brophy College Prep (AZ)
Brown (KY)
Buhler (KS)
Byron Nelson (TX)
C.E. Byrd (LA)
Caddo Magnet (LA)
Cairo (GA)
Calhoun (GA)
Cambridge (GA)
Cambridge Rindge (MA)
Campus (KS)
Canyon Springs (NV)
Capitol Debate (MD)
Carrollton (GA)
Carrollton Sacred Heart (FL)
Casady (OK)
Cascia Hall (OK)
Cathedral Prep (PA)
Cedar Rapids Wash. (IA)
Cedar Ridge (TX)
Centennial (ID)
Centennial (MD)
Chamblee Charter (GA)
Chaminade Prep (CA)
Chandler (AZ)
Charles Page (OK)
Charlotte Catholic (NC)
Chattahoochee (GA)
Chesterton (IN)
CK McClatchy (CA)
Clackamas (OR)
Claremont (CA)
Classical Davies (RI)
Clear Lake (TX)
Clifton (TX)
Clovis North (CA)
College Prep (CA)
Colleyville Heritage (TX)
Coppell (TX)
Copper Hills (UT)
Corona Del Sol (AZ)
Coronado (NV)
Crenshaw (CA)
Crosby (TX)
Crossings Christian (OK)
Cypress Bay (FL)
Damien (CA)
Debate Rhode Island (RI)
Denver Arts (CO)
Denver Center For Int'l Studies (CO)
Denver East (CO)
Derby (KS)
Des Moines Roosevelt (IA)
Desert Vista (AZ)
Detroit Country Day (MI)
Dexter (MI)
Dominion (VA)
Dougherty Valley (CA)
Dowling Catholic (IA)
Downtown Magnets (CA)
Dunwoody (GA)
Eagan (MN)
Eagle (ID)
East Chapel Hill (NC)
East Kentwood (MI)
East Side HS (NJ)
Eden Prairie (MN)
Edgemont (NY)
Edina (MN)
Edmond North (OK)
Edmond Santa Fe (OK)
El Cerrito (CA)
Evanston (IL)
Fayetteville (AR)
Field Kindley (KS)
Fort Lauderdale (FL)
Fort Osage (MO)
Fremont (NE)
Friendswood (TX)
Gabrielino (CA)
George Washington (CO)
Georgetown Day (DC)
Glenbrook North (IL)
Glenbrook South (IL)
Gonzaga Prep (WA)
Grapevine (TX)
Green Valley (NV)
Greenhill (TX)
Greenwood (AR)
Greenwood Lab (MO)
Groves (MI)
Gulliver Prep (FL)
Guymon (OK)
Hallsville (TX)
Hamilton (AZ)
Hamilton (MT)
Harker (CA)
Harrisonburg (VA)
Hawken (OH)
Head Royce (CA)
Hebron (TX)
Hendrickson (TX)
Henry W. Grady (GA)
Heritage Hall (OK)
Highland (UT)
Highland Park (MN)
Highland Park (TX)
Homestead (WI)
Homewood Flossmoor (IL)
Houston Academy for Int'l Studies (TX)
Houston County (GA)
Houston Memorial (TX)
Hutchinson (KS)
Ingraham (WA)
Interlake (WA)
Iowa City High (IA)
Iowa City West (IA)
Isidore Newman (LA)
James Logan (CA)
Jenks (OK)
Jesuit Dallas (TX)
Johns Creek (GA)
JSEC LaSalle (RI)
Juan Diego (UT)
Kapaun Mount Carmel (KS)
Katy Taylor (TX)
Kent Denver (CO)
Kermit (TX)
Kingfisher (OK)
Kinkaid (TX)
Kudos College (CA)
La Costa Canyon (CA)
La Salle College (PA)
Lafayette High School (LA)
Lake City (ID)
Lake Oswego (OR)
Lakeland (NY)
Law Magnet (TX)
Lee's Summit West (MO)
Leland (CA)
Leucadia Independent (CA)
Lexington (MA)
Liberal Arts & Science Academy (TX)
Lincoln College (KS)
Lincoln HS (NE)
Lindale (TX)
Lindblom Math&Science (IL)
Little Rock Central (AR)
Little Rock Hall (AR)
Lowell (CA)
Loyola (CA)
Lynbrook (CA)
Maine East (IL)
Maize South (KS)
Marist (GA)
Marquette (WI)
Marriotts Ridge (MD)
Marshfield (MO)
MLK Jr Early College (CO)
McClintock (AZ)
McDonogh (MD)
McDowell (PA)
Meadows (NV)
Midway (TX)
Millard North (NE)
Millard South (NE)
Millard West (NE)
Milton (GA)
Minneapolis South (MN)
Monsignor Kelly (TX)
Montgomery Bell (TN)
Moore (OK)
Mount Vernon Presbyterian (GA)
Mountain Brook (AL)
Mt Hebron (MD)
National Cathedral (DC)
Nevada Union (CA)
New Mission Boston Community Leadership (MA)
New Trier (IL)
Newark Science (NJ)
Newburgh Free Academy (NY)
Newton (KS)
Niles North (IL)
Niles West (IL)
Norfolk (NE)
North Houston (TX)
Northside (IL)
Northview (GA)
Northwood (CA)
Notre Dame (CA)
Oakwood (CA)
Olathe Northwest (KS)
Omaha Westside (NE)
Pace Academy (GA)
Paideia (GA)
Palo Verde (NV)
Palos Verdes (CA)
Park Hill (MO)
Parkway West (MO)
Peak to Peak (CO)
Pembroke Hill (MO)
Peninsula (CA)
Perry High school (OH)
Pine Crest (FL)
Pittsburgh Central (PA)
Plano East (TX)
Polytechnic (CA)
Portage Northern (MI)
Puget Sound Community (WA)
Puyallup (WA)
Ransom Everglades (FL)
Reagan (TX)
Redmond (WA)
Reservoir (MD)
Richardson (TX)
River Hill (MD)
Rogers Heritage (AR)
Rosemount (MN)
Roseville (MN)
Roswell (GA)
Round Rock (TX)
Rowland Hall (UT)
Rufus King (WI)
Sage Ridge (NV)
Saginaw (TX)
Saint Mary's Hall (TX)
Salpointe Catholic (AZ)
San Dieguito Academy (CA)
San Marino (CA)
Santa Margarita (CA)
Saratoga (CA)
Seaholm (MI)
Shawnee Mission East (KS)
Shawnee Mission South (KS)
Sheboygan North (WI)
Sioux Falls Roosevelt (SD)
Sioux Falls Washington (SD)
Skiatook (OK)
Skyview (UT)
Small Schools Debate Coalition (CA)
South East (CA)
SPASH (WI)
St Francis (CA)
St Georges (WA)
St Ignatius (OH)
St James (AL)
St Johns College (DC)
St Marks (TX)
St Marys Hall (TX)
St Paul Central (MN)
St Paul Como Park (MN)
St Petersburg (FL)
St Vincent de Paul (CA)
Stern MASS (CA)
Stratford (GA)
Strath Haven (PA)
Stuyvesant (NY)
Sunset (TX)
Taravella (FL)
Thomas Jefferson (VA)
Thorndale (TX)
Timberline (ID)
Torrey Pines (CA)
Traverse City Central (MI)
Trinity Valley (TX)
Tualatin (OR)
Tulsa (OK)
Tulsa Union (OK)
University (CA)
University (NJ)
University (TN)
U. Chicago Lab (IL)
University Prep (MI)
Vashon High School (WA)
Veritas Prep. (AZ)
Wakeland (TX)
Walter Payton (IL)
Washburn (MN)
Washburn Rural (KS)
Washington Technology Magnet (MN)
Wayzata (MN)
West (UT)
West Bloomfield (MI)
West Des Moines Valley (IA)
Westinghouse (IL)
Westlake (TX)
Weston (MA)
Westminster Schools (GA)
Westwood (TX)
Wheeler (GA)
Whitney Young (IL)
Wichita East (KS)
Wilson (DC)
Winston Churchill (TX)
Woodward Academy (GA)
Wooster (OH)