Over the course of two class periods, we engaged in a rigorous debate on the question of whether the Declaration of Independence was correct in asserting the right to revolution and whether the grievances against King George III were sufficient to justify it. The debate was structured, intense, and pushed everyone to think critically about political philosophy, historical context, and the meaning of revolution. For me, it was not only a chance to argue my stance but also practice the important skill of redirecting questions during cross-examination. I learned to anticipate where questions were going and to use them as opportunities to strengthen my own arguments rather than being caught off guard. 

One of the most inspiring aspects of the debate was the way we brought in what we have learned in other courses. My classmates and I brought in examples from US History, like the Olive Branch Petition and the Boston Massacre, to strengthen our positions on both sides. Seeing these events applied in real time to abstract principles like the “right to revolution” made the material come alive. It was also interesting to realize how much I had learned about Lockean principles, especially natural rights and the consent of the governed. Using those ideas in my arguments gave me confidence and even helped me put pressure on the Con side, testing how well they could hold their ground against foundational enlightenment philosophy. 

One important thing I learned from the experience was the importance of organization and trust in leadership. Our pro side didn't work as hard to build a strong case, but what stood out to me was how the opposing side, despite some disorganization early on, managed to come together as a unified group and present their arguments in a proper and cohesive way. It showed me that good leadership and teamwork can turn potential weakness into strength. 

Overall, this debate was an excellent way to start the school year. It challenged me to think critically, to speak persuasively, and to recognize the power of both history and philosophy when used in argument. Most of all, it showed me how far our debating skills have come and how much stronger they will become as the year goes on.

By Raya Ba '26