The purpose of this monograph is to present a five step paradigm for the secondary school teacher on how to employ debate as a teaching tool: 1) basic idea of what debate is and the objective of formal debate; 2) the role of the affirmative and negative in presenting cases; 3) the function and purpose of the rebuttal period; 4) information on the debate procedure or actual mechanics; and, 5) helpful administrative and clerical hints on the how, when, and where. The second major objective is to apply the paradigm to nine propositions of government policy that commonly emanate from the subject matter of an economics course: strengthening public enterprise, equity, creeping inflation, balanced budget, agriculture, business, labor: restraining economic power, labor: compulsory union membership, and international trade. It is assumed there that teachers may lack bibliographic sources, but desire source materials on both sides of the propositions discussed, consequently sources are included. It is also assumed that these different views will emanate from and be expressed by the students not imbued by the teacher. The monograph was written in response to a 45 to 60 minute interview with each of 33 teachers of economics in a large metropolitan school district. (Author/SBE)