sarahbsd.files.wordpress.com€¦ · Web view- adapted from the Institute for Learning, University of Pittsburgh. Teach the rules for discussion: Provide clear, specific guidelines

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Teacher Guidelines for Leading Discussions: - adapted from the Institute for Learning, University of Pittsburgh

1. Teach the rules for discussion: Provide clear, specific guidelines for behavior, including:a. Read activelyb. Listen attentivelyc. Speak clearly and loudlyd. Be courteouse. Stick to the text (or other

source)f. Back up your statementsg. Build your ideas on what

others have said

h. Strive for understanding and collaboration

i. Always be respectfulj. Own the discussionk. Feel free to question the ideas

and opinions of othersl. Protect other students’

reputations

2. Arrange the chairs in a circle of in some other way so students can see and hear one another: Try to create a circle (or circles) where no one is off in a corner or far away from others.

3. Consider a seating chart: If the discussion is going to be hampered when certain students sit with one another, split them up until they can manage being closer together.

4. Conduct warm-up activities: Don’t assume your students know one another’s names. Consider name tags, placards on their desks, or games which help them learn the names of everyone in the class. Practice this discussion skill.

5. Model the reading process: Provide students with a model for making meaning out of a text. Demonstrate the strategies you use when you read a text (e.g., use context clues to figure out meaning, re-read when understanding isn’t apparent, make connections). Require the students to write down questions and to underline or circle places where they have strong reactions as they read.

6. Ensure that everyone starts out equally: It is best that the text be read twice; orally and silently. Define unfamiliar words and pronounce difficult names. Ask some literal questions to check for comprehension. Direct your questions to different students.

1. Prepare an opening strategy to begin discussion: Before you engage a large portion of the class (or the entire class) start with pairs and build from there. Turn-and-talk and think-pair-share are two terrific discussion starters.

2. Be patient with the process: Keep in mind that students have very little experience speaking with one another in the classroom. This process will take time. Early discussions will not always be satisfactory. Some may be exciting but some may be boring.

3. Facilitate rather than dominate: Your role is to help students express themselves in a clear, responsible, independent manner. If you’re doing a lot of talking, find a way to shift the talking to the students. For example, let the students pass a small bean bag from speaker to speaker without you being engaged. Avoid giving reinforcement for students’ comments. Stay away from the center of the conversation; it should not pass through you. Stay away from expressing your opinion or point of

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view. If students hear your “right” answer, it will diminish the importance of anything anyone else has to say.

4. Listen carefully: It will take practice for you to listen carefully and effectively for extended periods of time. When things die down, use strategies to get other students engaged. For example, “Maria, could you please summarize what Alex said and add some thoughts of your own? Rashad, listen closely to Maria because I’d like you to pick up where she leaves off.” At the same time, don’t be afraid of silence. Though it can be uncomfortable, it also gives students time to think. Allow sufficient wait time before you enlist a student to reignite the discussion.

5. Monitor and enforce the rules of discussion: Remind students that they need to follow the discussion rules so everyone can hear and speak in a productive manner. Have students use a self-assessment tool that allows selected students to track positive and negative actions and responses during a discussion, share the results with other students, and then talk with all the students about how to improve the quality of their discussions.

6. Help students understand one another: Ask students to clarify, elaborate or support their comments. Not only does this help them become better speakers, but it also provides a model they can use to begin to ask each other to be clear, to elaborate and to provide support. As they begin to develop as a group, you will find them doing more and more of this.

7. Keep the discussion focused on the text (or other source): A solid discuss has at its core a tension between the opinions and attitudes of the participants and the ideas expressed in the text (or other source). If the discussion wanders too far away from the text (or other source), simply ask the students to explain how their comments are related to what they are reading (or have observed/listened to).

8. Keep the discussion open: If two or three students begin to dominate a discussion, find a way to get others involved. Using the bean bag example in #9, set the rule that no student can touch the bag a second time until ten students have touched it once.

9. Approach misinformation carefully: Whenever you notice misinformation being brought into a discussion, first wait to see if another student provides the correct information. If no one does, determine what the misinformation is doing to the discussion. If the subsequent discussion is base on factual error, take steps to correct it, preferably by eliciting other ideas from other students. If the misinformation is of little importance to the discussion, you may wait to correct it until after the discussion ends.

10. Talk about the process with your students: After students have internalized the rules and see reasons for talking with one another, they can begin to talk about the process itself. As mentioned in #11, have students use a self-assessment tool that allows selected students to track positive and negative actions and responses during a discussion, share the results with other students, and then talk with all the students about the process that unfolded and how to improve it. As students get more and more practice talking about the process, they will become more facile conducting quick debriefing sessions at the close of discussions, focused on process as well as content.

11. Protect other students’ reputations: At times, students may feel a need to reveal information about their lives (or others’) that may be damaging. Make clear to

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the group that it is important to be extremely careful about sharing this kind of information. Even when a student has a compelling need to share information of this sort, and feels it is essential to building the discussion, it is probably best to share the information in private, with the teacher or some other adult the student respects. When a student does share this kind of information, all other students must respect the integrity of the group and protect the reputation of the student (or others).

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3 Debate Protocols for 8th grade “Civics in Action”Meira Levinson, McCormack Middle School

[email protected] August 3, 2004

Rationale:Research conclusively demonstrates that in-class debates are one of the most effective techniques for fostering the skills and attitudes that promote active citizenship. This draft is designed to give teachers some guidance in how effectively to incorporate regular classroom debates into their lesson plans.

Recommended sources of debate topics and materials:(arranged roughly from most to least self-evidently relevant to students)

Issues of immediate importance to students (e.g., if there was a fight during first period, and students are riled up about it, turn it into a debate about the best way for students and the school to manage and resolve conflicts between students)

School- and student-related topics (school disciplinary policy, ways to improve lunches, teen-age curfew, car insurance, etc.)

Current events (e.g. war in Iraq, presidential election, city council election, increased murders in Dorchester, high-stakes graduation requirements like MCAS, etc.)

Curricular knowledge (e.g. should we keep the electoral college? should it be easier to amend the constitution? should judicial nominees be expected to answer questions about their personal beliefs? etc.)

Video clips (from news, movies, advertisements, etc.)

Quotations (from historical figures, documents such as the Constitution or Letter from Birmingham Jail, works of literature, current celebrities or politicians, etc.)

Historical debates (e.g., Virginia Plan vs. New Jersey Plan: these may turn into simulations, rather than debates per se)

Structuring debatesThere are formal debating structures and protocols, most notably Lincoln-Douglas

debates and parliamentary debates. If teachers are interested, they may read more about these two approaches by following these links: http://www.ncfca.org/Pages/Debate/LDDebate.html (Lincoln-Douglas debate); http://www.apdaweb.org/old/guide/rules.html (parliamentary debate). I will say nothing more about these types of debates here, however, since a great deal of information is available about formal debate on the web, and because these are not really the types of debate that we expect teachers to incorporate into their teaching on a regular basis.

Even informal debates need some structure, however, so that students are encouraged to participate, progress beyond initial impressions about the pros and cons of an issue, and learn from the experience. This packet contains three suggested protocols for informal debates, arranged roughly from least to most structured. Please note that they are merely suggestions: none of these are required, and teachers may of course modify these protocols to serve their students’ needs better. If you have time, please e-mail improvements/modifications to [email protected]

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mailto:[email protected]

http://www.apdaweb.org/old/guide/rules.html

http://www.ncfca.org/Pages/Debate/LDDebate.html

I. “Ball-Toss” DebateTime required: 15-30 minutesSuggested uses: This debate structure is excellent for spontaneous debates and debates about issues for which students have not prepared. It is best suited to topics that students already know and care about, and can be used as a way to address and resolve conflicts or other problems within the classroom (i.e., students’ not showing respect to each other, low homework completion rates). The structure can be used effectively as a regularly scheduled activity (i.e., every other Friday), especially since it requires no additional prep time. If the debate is regularly scheduled about current events, it may be a way to encourage students to pay attention to the news (and to assess their understanding). Students participate as individuals; this debate structure does not necessarily promote scaffolded knowledge, peer groupings, etc.Materials needed: soft, medium-sized ball

plastic or Styrofoam cups (optional)debate topic/questioncopies of the “sentence stems” and “questions to ask yourself” lists –

posted visibly in the room or in each student’s interactive notebook (see end of this document for samples)

Room set-up: desks arranged in a large circleSpecial roles: Facilitator (at beginning of year, will be teacher; as the year progresses,

students should take over)Description of special roles:The facilitator introduces the topic for debate and reminds students about the rules/protocol. Although the facilitator starts with the ball in his hand, he is the one person permitted to speak during the debate without the ball. Once the debate has begun, the roles of the facilitator are to:

make sure the debate stays on topic remind students when necessary about the rules/protocol keep rough track of who has been waiting to speak instruct students to toss the ball to a student who has been waiting a long time, hasn’t yet

spoken, or is being ignored, say, because she holds an unpopular view give a five-minute warning before the debate ends pose 1-2 summing-up questions (see list at end of this document) that all students must

answer either orally going around the circle or in writing in their interactive notebooksProtocol:1. The facilitator introduces the topic for debate, lets students know how much time

is available for the debate, reviews the rules/protocol, and reminds students to use the “sentence stems” and “questions to ask yourself” lists.

2. If using cups, cups are distributed and students place a cup upright on their desk.3. The facilitator tosses the ball to the first person who wants to speak on the topic,

and the debate begins.4. Only one person may speak at a time: the person who is holding the ball.5. Students may speak for a maximum of 90 seconds while they have the ball.6. Students who wish to speak should raise their hands (or turn over a cup on their

desk). When the first speaker has finished making her point, she tosses the ball to one of the students who has their hands raised (or cup turned over).

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7. Students who have a point of immediate relevance/importance may indicate that by raising their index finger in their air, by placing their cups sideways on their desk, or by tapping them once on the desk when they turn them over.

8. In general, students who have not yet spoken have precedence for receiving the ball over those who have already spoken.

9. If two students really disagree with each other, they may toss the ball back and forth between each other to argue the point. They must pass the ball on to someone else after a maximum of three back-and-forths, and they may not reenter the debate for another 5 minutes. (The facilitator may modify or forbid this, as appropriate/needed.)

10. At the end of the debate, the facilitator poses 1-2 summing-up questions (see sample list below). Depending on the instructions given by the teacher or facilitator, students may pass the ball around the circle and answer the question(s) orally, answer in writing in their interactive civics notebooks, or answer first in writing and then volunteer to share their written answers orally. At least 5 minutes should be reserved by the teacher for this portion of the activity.

Assessment: The “ball-toss debate” may be assessed more or less formally. Assessment should be considered formative rather than summative. Possible criteria for assessment include: adherence to protocols, originality or creativity, staying on point, convincing someone else to change his/her mind, showing respect for differing points of view, and giving thoughtful answers to summing-up questions.

Sample rubrics are included in this packet. Version 1 assesses students’ participation in the debate and their quality of reflection. Version 2 assesses these things plus students’ attention to and comprehension of current events or other content knowledge. Versions 3 and 4 are similar to Versions 1 and 2 but remove the “Reflection” criteria in case students write their reflections in their journal or interactive notebooks, which are scored separately.

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II. “Take a Stand” DebateTime required: 10-15 minutesSuggested Uses: Can be used as a warm-up or introductory activity to a topic, lesson, or unit. Should not require any specialized knowledge, and is most effective with topics that students personally care about.Materials needed: TimerFour position sheets, titled “Strongly Agree,” “Agree,” “Disagree,” and “Strongly Disagree”Room set-up: Position sheets should be taped to the wall in four different locations of the room. Students will need room to split up and stand under the sheets without bumping into furniture or each other.

If you take the “Square Off” approach, then desks can be moved into squares of four, or left as normal if students stand for the “Square Off” debate.

If you take the “Fishbowl” approach, then desks should be arranged in an inner circle of 4-6 desks, and an outer circle of the rest of the desksSpecial roles: None.Protocol:1. Teacher reads out a statement that takes a controversial position on an issue.2. Students get up and stand by the position paper that most accurately describes their response:

Strongly Agree, Agree, Disagree, or Strongly Disagree. (Don’t give a “Not sure” or “I don’t know” option, or else that will allow students to opt out and not “take a stand.”)

3. Two different approaches may be taken at this point:“Square Off” Debatea) Students move to stand or sit in squares of 4, with one student in each position (Strongly

Agree, Agree, Disagree, Strongly Disagree). (If students are unequally distributed among the positions, then some modifications to this structure will need to be made.)

b) The “Agree” students (which includes both “agree” and “strongly agree”) have 1½ minutes to change the minds of the students who disagree (or strongly disagree).

c) The “Disagree” students then have 2½ minutes to respond to the “Agree” students’ arguments as well as to convince them of the “disagree” position.

d) Finally, the “Agree” students have 1 minute to respond to the “Disagree” students’ arguments. (The teacher will need to use a timer to keep students on track.)

“Fishbowl” Debatea) 2-3 students from the “Strongly Agree” camp and 2-3 students from the “Strongly

Disagree” camp go into the middle of the fishbowl. The other students sit in the outer circle around them.

b) Students in the fishbowl then debate the proposition, following the protocol for the “Square Off” debate.

4. The teacher then rereads the original statement, and students stand up and go to the spot that most accurately describe their response now.

5. Teacher asks a summing-up question that students may discuss from their standing positions or once they’re back in their seats, or that they write about in their interactive notebooks.

Assessment: Assessment may be more or less formal for this activity. Possible criteria for assessment include: adherence to protocols, originality or creativity, staying on point, convincing someone else to change his/her mind, showing respect for differing points of view, and giving thoughtful answers to summing-up questions.

Sample rubrics are included in this packet.

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III. “Topic on Trial” DebateTime needed: Anywhere from 45 minutes (20 min prep time, 20 min debate, 5 min reflection) to 3-5 days (if used as a means to structure a whole mini-unit on a topic). The first time the “Topic on Trial” debate format is used, it will probably require a full period of prep time plus a full period of debate and reflection time so that students learn the various roles and structure. As students get more familiar with it, it can be accomplished within a single class period.Suggested uses: This debate structure is excellent for helping students learn about a topic quickly, and for demonstrating the components and structure of a persuasive argument. It is best used to help students master some content knowledge, including current events, and/or to master the skills of persuasive argumentation. Depending on the needs of the class and desire/ambition of the teacher, prep time can take as little as 20 minutes or as much as two or more days. It can be used as a regularly scheduled activity (i.e., every other Friday); in this case, prep time would need to be kept to 20 minutes and the debate would take the rest of the period. Students work with a small group but have roles for which they are individually responsible, thus combining the benefits of cooperative grouping with individual accountability and assessment. Materials needed: timerdebate topic, posed as a statement (e.g. “Boston should impose a 9 p.m. curfew on all youth ages

16 or under Sunday through Thursday evenings.” or “The best way to address the needs of homeless families in Boston is to encourage individuals and churches to donate money to homeless shelters” or “The city of Boston unequally and unfairly funds some neighborhoods more than others.”) [Note: I have provided these three examples to show how this debate protocol may be used for a quick, one-period debate that relies on little research and content knowledge, or for a multi-day project that requires students to do a fair amount of research.]

information resources (newspapers, text book, reference books, primary sources, computer, CD-ROMs, internet connection, etc.)

job designations written on pieces of papercopies of job descriptions and prep and debate protocols for all students2-4 poster boards and sets of markers/paints/scissors for graphic artistsRoom set-up: Prep: desks in groups of 2-4

job designation sheets (e.g. “affirmative lawyers”) taped to desksresearch station ideally at computer(s)

Debate: Desks for panel of judges in front of classroomAffirmative team desks at center rightNegative team desks at center leftJournalists’ desks to the side

Special roles: Panel of judgesAffirmative team: constructive lawyers, response lawyers, closing lawyers, researchers, graphic artistsNegative team: constructive lawyers, response lawyers, closing lawyers, researchers, graphic artistsJournalists

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Description of special roles:

The number of students who take each role will vary depending on the size of the class.Judge: The role of the judge is to listen to the debate and decide which side wins, in conference with the other judges. Each judge will be expected to justify his/her decision orally and in writing. There should ideally be 3-5 judges.Note: It is best to assign the judges to also serve as researchers or to draw judges from another class or even another grade. This removes the burden of creating an activity for the judges during prep time. If judges come from another class, it also positively increases the burden on the students to make clear and compelling arguments, since judges from another class or grade may know nothing about the topic ahead of time.

Constructive lawyer: The constructive lawyers are expected to provide arguments in favor of their position (either affirmative [affirming the statement] or negative [supporting the opposite of the statement]). Each lawyer is expected to speak: if there are three constructive lawyers for the affirmative side, then they should come up with at least three good arguments in favor of their position so that each lawyer can present one argument.

Response lawyer: The response lawyers will provide arguments against the other side’s position. They will select the best arguments the other side gives and show why they’re wrong.

Closing lawyers: These lawyers summarize both the constructive and the response arguments given by their side.

Researchers: Researchers should have access to a dictionary; newspapers, textbook, reference books, or other print materials relevant to the topic of the debate; and ideally to a computer with an Internet hook-up. They are responsible for answering questions from lawyers, graphic artists, and journalists, as well as for finding information proactively themselves.Note: If researchers are doubling as judges, then they should be non-partisan, and assist all classmates equally. If they are not doubling as judges, they may be assigned to a side (affirmative or negative). In this case, they will proactively find and feed information to the lawyers on their side, as well as find answers to questions that the lawyers and artists ask them.

Graphic artists: The graphic artists should create an attractive, compelling graphic that uses symbols or one of the principles of advertising (bandwagon, smear tactics, experts, etc.) to support their side’s position. Depending on the amount of time available and number of graphic artists, they may be asked to create two graphics: one that represents a constructive argument, and one that responds to the other side.

Journalists: Journalists research the issue, listen to preparations on both sides, watch the trial, and then report on the results to the class (or in the school newspaper, over the morning announcements, at a cluster meeting, etc.).

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Prep Protocol:1. The teacher presents the debate statement orally and in writing (e.g. on the board).2. Using the board or chart paper, the teacher takes 5-15 minutes to lead students as a class in

brainstorming answers to complete the following chart:Arguments in favor of position [affirmative constructive]

Arguments in favor of opposite position [negative constructive]

Arguments against position [negative response]

Arguments against opposite position [affirmative response]

What do we still need to know?

This may also be accomplished by doing “think-pair-share.”3. The teacher assigns roles as desired. Once the teams are established, their position

(affirmative or negative) should be randomly assigned, based on drawing a number out of a hat, rolling a die (odd = affirmative, even = negative), or some other unbiased procedure.

4. Students go to the assigned groups (marked by job designation sheets taped on desks) to prepare their role. Journalists start at the research station to get some basic background info, and then start circulating to listen to and interview the affirmative and negative sides. Researchers go to the research station.

Note: Judges are the only ones who do not have a task to complete during the prep period once students form small groups. (This is why it is best if judges can either double up as researchers, or if they come from another class.) If the judges are not doubling up as researchers, then the teacher should have an activity prepared for them ahead of time.

Debate Protocol:1. Students rearrange desks into debate layout and take their assigned positions.2. The teacher (as bailiff) or one of the judges calls the debate to order3. Affirmative constructive lawyers have 3 minutes to present their arguments (note: these times

can all be adjusted by the teacher as needed/desired)4. Negative constructive lawyers have 3 minutes to present their arguments5. Negative response lawyers have 2 minutes to present their arguments6. Affirmative response lawyers have 2 minutes to present their arguments7. Affirmative graphic artists present and explain their graphic in 1½ minutes8. Negative graphic artists present and explain their graphic in 1½ minutes9. Affirmative closing lawyer gives closing argument summarizing their position in 2 minutes10. Negative closing lawyer gives closing argument summarizing their position in 2 minutes11. Judges deliberate (the teacher may choose to place a time limit or not on the deliberation

proceedings). During this time, the journalists prepare their news reports, including interviewing the lawyers to see how they felt they did.

12. Judges deliver their verdict and explain the reasons for their decision in 3 minutes13. Journalists present their summary of the debate in 2 minutes14. Teacher leads debriefing session

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Assessment: Depending on the purpose and amount of time devoted to the debate, assessment may be formative and summative, and may be informal or formal. Rubrics that assess cooperative group work (during the prep period), strength of public presentation, and individual contribution to the debate would all be useful. Students could also use guide sheets to help them work through their roles during the prep period; the teacher may require students to turn these in or spot-check them along the way. Other possible assessments include: teacher- or student-generated quiz on the topic; 2-3 page persuasive paper written by each student about the topic; letter to the editor or to a public or governmental official about the issue; or a “foldable” addressing the arguments for and against and taking a stand.

Sample guide sheets, student-friendly role descriptions, and debate rubrics are included in this packet. Cooperative group work rubrics may be found easily on the web (or in materials from Prentice-Hall). Debate rubrics are also available on the web. Recommended links are as follows:

Cooperative Group Work Rubrics:http://www.phschool.com/professional_development/assessment/rub_coop_process.htmlhttp://www.lausd.k12.ca.us/Blend_School/itcould/StudCoopEval.htmhttp://www.stedwards.edu/cte/resources/grub.htm

Debate Rubrics:http://www.pbs.org/now/classroom/debate_rubric.pdfhttp://mh034.k12.sd.us/classroom_debate_rubric.htmhttp://712educators.about.com/dlrubricdebate.htmhttp://www2.lhric.org/ertc/Wendy/Wzrubric.htmhttp://www.compusmart.ab.ca/adebate/resources/debate%20rubric.pdfhttp://www.greece.k12.ny.us/instruction/ela/6-12/Rubrics/Debate%20Rubric.doc

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http://www.greece.k12.ny.us/instruction/ela/6-12/Rubrics/Debate%20Rubric.doc

http://www.compusmart.ab.ca/adebate/resources/debate%20rubric.pdf

http://www2.lhric.org/ertc/Wendy/Wzrubric.htm

http://712educators.about.com/dlrubricdebate.htm

http://mh034.k12.sd.us/classroom_debate_rubric.htm

http://www.pbs.org/now/classroom/debate_rubric.pdf

http://www.stedwards.edu/cte/resources/grub.htm

http://www.lausd.k12.ca.us/Blend_School/itcould/StudCoopEval.htm

http://www.phschool.com/professional_development/assessment/rub_coop_process.html

Sentence stems to use during an informal debate:(use in “Ball Toss” as well as “Take a Stand,” and in most classroom discussions)I agree with her because…I disagree with him because…It seems to me that…I am most convinced by...One question I have is…I don’t understand why…I don’t understand how…You seem to be arguing that…What I hear you saying is…This example may help…

I think that…To answer this question, we need to know …What you said didn’t make sense to me because…I’m not convinced by what you say because…Let me try to summarize what you have been saying…In order to make your argument, you are assuming that…The main issue seems to be…The main thing that people seem to disagree about is…You don’t seem to be taking into account…Something that people haven’t brought up yet is…

Active listening questions:a) What is the topic of this debate?b) What are the different positions one can take on this topic?c) Are there two opposing positions, or are there more possibilities?d) Would a compromise be possible? If so, why do people not seem willing to compromise? If

not, then why not?e) Do people take different sides because they disagree about the facts, or because they

interpret the same facts differently?f) Do I agree with the argument this person is making?g) Is this person making an argument, or just talking for the sake of talking?h) What are the values that underlie side A’s (or B’s) position?i) In order to agree with side ___, what would I have to believe?j) What is/are the strongest argument(s) being made on each side?k) What is the main point of disagreement?l) Are people supporting their arguments with facts, opinions, or assertions?m) Could this question be answered if we did some research? What would we have to learn?n) Why do people care about this topic?o) Do I care about this issue? Why or why not?p) How does this issue affect my own life, or how might it affect my own life?q) Have I experienced anything personally that relates to this issue?r) If side ___ wins the debate, what could happen as a result?s) Who is the speaker trying to convince? (audience)t) Who has the power to make a difference about this topic? What could they do?

“Summing-up” questions:a) Which side do you agree with, all things considered?b) How have your views about this issue changed as a result of participating in this debate?c) What did you learn from this debate?d) What did you do well in this debate?e) What do you want to improve for the next time you participate in a debate like this?f) What action should you (or we as a class) take as a result of this debate?g) What did you learn about yourself or your beliefs from this debate?h) What did you learn about other people or their beliefs from this debate?i) How would you summarize this debate if you were telling a friend or family member about it?j) What went well in this debate?k) What do we need to change or improve as a class for the next debate?

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Tips for listening to & participating in debates/discussions

When you participate in a debate or even just a classroom discussion, you may not know what to listen for, what to say, or how to get involved. You may think that you’re not interested in the topic, or worry that you can’t follow all the arguments or stand up to a student who’s really articulate and passionate about the topic. Stop worrying! Many students feel the same way. Try asking yourself some of these “active listening” questions to help you build interest and follow along. Then, use one (or more) of the sentence stems at the bottom of the page to help you participate.

I. Active Listening Questions. Ask yourself these questions as you listen to a debate/discussion.

a) What is the topic of this debate?b) What are the different positions one can take on this topic?c) Are there two opposing positions, or are there more possibilities?d) Would a compromise be possible? If so, why do people not seem willing to compromise? If not, then

why not?e) Do people take different sides because they disagree about the facts, or because they interpret the

same facts differently?f) Do I agree with the argument this person is making?g) Is this person making an argument, or just talking for the sake of talking?h) What are the values that underlie side A’s (or B’s) position?i) In order to agree with side ___, what would I have to believe?j) What is/are the strongest argument(s) being made on each side?k) What is the main point of disagreement?l) Are people supporting their arguments with facts, opinions, or assertions?m) Could this question be answered if we did some research? What would we have to learn?n) Why do people care about this topic?o) Do I care about this issue? Why or why not?p) How does this issue affect my own life, or how might it affect my own life?q) Have I experienced anything personally that relates to this issue?r) If side ___ wins the debate, what could happen as a result?s) Who is the speaker trying to convince? (audience)t) Who has the power to make a difference about this topic? What could they do?

Sentence Stems. Use one (or more) of these to start your comment in a debate.

I agree with her because…I disagree with him because…It seems to me that…I am most convinced by...One question I have is…I don’t understand why…I don’t understand how…You seem to be arguing that…What I hear you saying is…This example may help…

I think that…To answer this question, we need to know …What you said didn’t make sense to me because…I’m not convinced by what you say because…Let me try to summarize what you have been saying…In order to make your argument, you are assuming that…The main issue seems to be…The main thing that people seem to disagree about is…You don’t seem to be taking into account…Something that people haven’t brought up yet is

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“Summing-up” questions

At the end of each debate, you should reflect on your experience. Either I or the student facilitator may ask you 1-2 “summing-up” questions from the list below, or you may be asked to choose 1-2 questions yourself. Sometimes you will share your responses orally; other times you will write your responses in your journal or notebook. As the semester progresses, we will also add other “summing-up” questions to our list. Please keep this list in your Interactive Civics Notebook for easy reference.

a) Which side do I agree with, all things considered?

b) How have my views about this issue changed as a result of participating in this debate?

c) What did I learn from this debate?

d) What did I do well in this debate?

e) What do I want to improve for the next time I participate in a debate like this?

f) What action should I (or we as a class) take as a result of this debate?

g) What did I learn about myself or my beliefs from this debate?

h) What did I learn about other people or their beliefs from this debate?

i) How would I summarize this debate if I were telling a friend or family member about it?

j) What went well in this debate?

k) What do we need to change or improve as a class for the next debate?

Additional questions to prompt reflection:

l)

m)

n)

Presentation Rubric Student's Name:______________________

CATEGORY 4 3 2 1Content The student showed a full

understanding of the topic.The student showed a good understanding of the topic.

The student understood parts of the topic.

The student does not under-stand the topic very well.

Vocabulary The student used vocabulary appropriate for the audience and defined words that might be new to participants.

The student used vocabulary appropriate for the audience but defined only some words that might be unfamiliar.

The student used vocabulary appropriate for the audience but didn't define any words that might be unfamiliar.

The student used vocabulary that was inappropriate or often misunderstood by the audience.

Stays on Topic The student stayed on topic all of the time.

The student stayed on topic almost all of the time.

The student stayed on topic most of the time.

The student often strayed from the topic.

Speaks Clearly The student spoke clearly and distinctly all of the time, and mispronounced no words.

The student spoke clearly and distinctly all of the time, but mispronounced 1-3 words.

The student spoke clearly and distinctly most of the time but mispronounced some words

The student often mumbled, could not be understood, or mispronounced many words.

Props The student used more than one prop that showed hard work/creativity;they made the presentation better.

The student used 1 prop that showed hard work/creativity; the prop made the presentation better.

The student used one or more prop(s) but they weren't particularly good or helpful.

The student used no props OR props that detracted from the presentation.

Posture and Eye Contact The student stood straight, looks relaxed and confident, and established eye contact with everyone in the room.

The student stood straight and established eye contact with everyone in the room.

The student sometimes stood straight and established eye contact.

The student slouched and/or did not look at people during the presentation.

Volume The volume was loud enough to be heard by everyone all the time.

The volume was loud enough to be heard by everyone almost all of the time.

The volume was loud enough to be heard by everyone most of the time.

The volume was often too soft to be heard by audience members.

Enthusiasm Facial expressions and body language generated strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generated strong interest & enthusiasm about the topic.

Facial expressions and body language were used to generate enthusiasm, but seem somewhat faked.

There was very little use of facial expressions or body language; interest in the topic was not generated.

Interaction/Understanding The student was able to accurately answer almost all questions about the topic posed by classmates.

The student was able to accurately answer most questions about the topic posed by classmates.

The student was able to accurately answer some of the questions about the topic posed by classmates.

The student was unable to accurately answer questions about the topic posed by classmates.

Presentation Participation Rubric: Audience Student's Name:______________________

Listening The student listened intently all the time and did not make distracting noises or movements.

The student listened intently most of the time and did not make distracting noises or movements.

The student listened some of the time but was not distracting.

The student sometimes did not listen and/or made distracting noises or movements.

Probing/Questioning The student asked a very good question and/or probed for more details or evidence.

The student asked a related question and/or probed a bit for a detail or evidence.

The student asked a question but it wasn't particularly probing or relevant.

The student neither asked a question or probed for details or evidence.

Evaluating Peers The student filled out all of the presentation rubric and gave scores based on the presentation rather than other factors (e.g., the presenter is a close friend).

The student filled out most of the presentation rubric and gave scores based on the presentation rather than other factors (e.g., the presenter is a close friend).

The student filled out all of the presentation rubric but gave some scores that appeared to be biased.

The student did not fill out the presentation rubric or completed some of it with scores that appeared to be biased.

Accountability When questioned about the presentation content, the student provided an insightful response. When tested on the content, the student scored at level 4 (90-100).

When questioned about the presentation content, the student provided a good, accurate response. When tested on the content, the student scored at level 3 (80-89).

When questioned about the presentation content, the student provided a reasonable response. When tested on the content, the student scored at level 2 (70-79).

When questioned about the presentation content, the student provided a poor response. When tested on the content, the student scored at level 1 (60-69).

Persuasive Essay Rubric Student's Name:______________________

CATEGORY 4 3 2 1Introduction The introduction is inviting,

states the main topic, previews the structure of the paper.

The introduction states the main topic, previews the structure of the paper, but is not particularly inviting.

The introduction states the main topic, does not adequately preview the structure, is not particularly inviting.

There is no clear introduction of the main topic or presentation of the structure of the paper.

Focus on Topic There topic is clear; the main idea stands out and is supported by detailed information.

The main idea is clear but the supporting information is general or not quite sufficient.

The main idea is somewhat clear; there is a need for more supporting information.

The main idea is not clear. The supporting information is missing or seems random.

Support for Topic Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or idea is unsupported.

Supporting details and information are relevant, but several key issues or ideas are unsupported.

Supporting details and information are typically unclear or not related to the topic.

Accuracy of Facts All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

No facts are reported OR most are inaccurately reported.

Sources All sources used for quotes and facts are credible and cited correctly.

All sources used for quotes and facts are credible and most are cited correctly.

Most sources used for quotes and facts are credible and cited correctly.

Many sources used for quotes and facts are less than credible and/or are not cited correctly.

Sequencing Details are placed in a logical order and the way they are presented keeps the interest of the reader.

Details are placed in a logical order, but the way they are presented sometimes makes the writing less interesting.

Some details are not in a logical or expected order and this distracts the reader.

Many details are not in a logical or expected order. The writing is not organized.

Transitions & Flow Good transitions are made and show how ideas are connected; there's good flow to the essay.

Transitions show how ideas are connected; the flow of the essay is somewhat lacking.

Some transitions work well but connections between ideas are fuzzy; the flow is effected.

The transitions between ideas are unclear or nonexistant and the flow of the essay is poor.

Conclusion The conclusion is strong and leaves the reader with a feeling that the writer understands the topic well.

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the essay just ends.

Grammar, Spelling, Capitalization, Punctuation

The writer made no errors that distracted the reader from the content.

The writer made almost no errors that distracted the reader from the content.

The writer made sufficient errors to distract the reader from the content somewhat.

The writer made made errors that seriously distracted the reader from the content.

Debate Rubric Student's Name:_______________________

CATEGORY 4 3 2 1Information All information presented in

the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but not necessarily thorough.

The information provided included several inaccuracies OR was often not clear.

Use of Facts/Statistics Every major point was supported with several relevant facts, statistics and/or examples.

Every major point was supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but some were weak.

Counter-arguments were not accurate and/or relevant

Understanding of Topic The presenter understood the topic in-depth and presented the information forcefully and convincingly.

The presenter understood the topic in-depth and presented the information with ease.

The presenter understand the main points of the topic and presented those with ease.

The presenter did not show an adequate understanding of the topic.

Presentation Style The presenter consistently used gestures, eye contact, tone of voice and enthusiasm in a way that kept the attention of the audience.

The presenter usually used gestures, eye contact, tone of voice and enthusiasm in a way that kept the attention of the audience.

The presenter sometimes used gestures, eye contact, tone of voice and enthusiasm in a way that kept the attention of the audience.

The presenter had a presentation style that did not keep the attention of the audience.

Respect for Other Presenter

All statements, body language, and responses were respectful, using appropriate language.

Statements and responses were respectful, using appropriate language, but the body language was not always appropriate.

Most statements and responses were respectful, using appropriate language, but one or more were not.

Statements, responses and/or body language were often not respectful.

Collaboration Rubric Student's Name:_____________________

CATEGORY 4 3 2 1Focus on the Task The student stayed focused

on the task and what needed to be done; s/he was self-directed.

The student stayed focused on the task and what needed to be done most of the time; s/he was dependable.

The student stayed focused on the task and what needed to be done some of the time; s/he sometimes needed to be nagged or reminded to stay on-task.

The student rarely focused on the task and what needed to be done; s/he let others do the work.

Contributions The student routinely provided useful ideas in the group or classroom discussion; s/he's contributed a lot.

The student provided one or more useful ideas in the group or classroom discussion; s/he tries hard.

The student provided input in the group or classroom discussion; s/he did what is required.

The student didn't provide ideas or input in the group or classroom discussion; s/he did not productively participate.

Quality of Work The student provided work of the high quality; it reflected his/her best effort.

The student provided quality work; it reflected a strong effort.

The student provided work that reflected some effort but it needed to be checked/redone by others.

The student provide no or poor work that reflected little effort and needed to be checked/redone by others.

Working with Others

The student almost always listened, shared, and supported the efforts of others; s/he kept people working together.

The student usually listened, shared, and supported the efforts of others; s/he did not cause "waves" in the group.

The student sometimes listened, shared, and supported others' efforts; s/he sometimes was not a helpful team member.

The student rarely or never listened, shared, or supported the efforts of others; s/he was not a good team player.

Problem-solving The student actively looked for and suggested solutions to problems.

The student refined solutions suggested by others.

The student did not suggest or refine solutions, but was willing to try out others' solutions.

The student did not try to solve problems or help others solve problems.

Attitude The student was always positive about the project, the work, and others.

The student was most often positive about the project, the work, and others.

The student was occasionally critical of others, though usually positive about the project and the work.

The student was often critical of others, the project, and/or the work.

Monitors Group Effectiveness

The student routinely monitored the effectiveness of the group and made suggestions to make it more effective.

The student routinely monitored the effectiveness of the group and worked to make the group more effective.

The student occassionally monitored the effectiveness of the group and worked to make the group more effective.

The student rarely or never monitored the effectiveness of the group and did not work to make it more effective.

Letter to Editor/Other Important Person Rubric Student's Name:______________________

CATEGORY 4 3 2 1Introduction The introduction is inviting

and gets to the point.The introduction gets to the point but is not particularly inviting.

The introduction attempts to get to the point but is somewhat unclear.

There introduction does not get to the point and is not inviting.

Topic/Main Idea The topic is clear and the writer's main idea stands out.

The topic is clear but the writer's main idea is not stated as clearly as desired.

The topic is clear but the main idea is somewhat fuzzy.

The topic and main idea are not clear.

Supporting Details The main idea is supported by substantial, relevant details, including facts and other data.

The main idea is supported by some relevant details, including some fact(s) or other data.

The main idea is supported by a single relevant detail.

The main idea is not supported by any relevant details.

Accuracy of Details All supportive details are accurate.

Almost all supportive details are accurate.

Most supportive details are accurate.

No details are included OR most are inaccurate.

Sources All sources used for facts and other details are credible and cited correctly.

All sources used for facts and other details are credible and most are cited correctly.

Most sources used for facts and other details are credible and cited correctly.

Many sources used for facts or other details are not credible or cited correctly.

Sequencing and Tranisitions

The presentation of ideas follows a logical order; transitions are smooth and connect the ideas.

The ideas follow a logical order but the transitions do not do a good job of keeping the ideas connected.

The ideas are in the letter but not well sequenced; the transitions contribute to the problem.

The ideas (if any) are haphazardly presented without any good transitions or connections.

Language & Flow The language and flow of the letter keeps the interest of the reader.

The language and flow of the letter is acceptable but not engaging.

The language is plain or the flow somewhat jerky, effecting the reader's interest.

The language is poorly chosen and/or the flow is poor and distracting.

Conclusion The conclusion is strong and leaves the reader with a feeling that the writer understands the topic well.

The conclusion is recognizable and almost ties the entire letter together.

The conclusion is recognizable, but does not do a good job of tying the letter together.

There is no clear conclusion, the letter just ends.

Grammar, Spelling, Capitalization, Punctuation

The writer made no errors that distracted the reader from the content.

The writer made almost no errors that distracted the reader from the content.

The writer made sufficient errors to distract the reader from the content somewhat.

The writer made many errors that seriously distracted the reader from the content.

Format

The date, salutation, & closing are well done and properly formatted.

The date, salutation, & closing are well done and close to proper in formatting.

Either the date, salutation, or closing are not well done and properly formatted.

There are substantial problems with the date, salutation, & closing.

Ball-Toss Debate Rubric (Version 1)

Category Total Possible

Criteria Self-Evaluation Teacher Evaluation

Participation 4

4 Added at least 2 good comments, questions, or insights

3 Added 1 good comment, question, or insight

1 Repeated a comment or asked a question already made by others

0 Did not participate

Protocols 4

(a) Neither tried to hog the debate nor had to be pressured to speak

(b) Obeyed the time limit and other protocols

(c) Showed respect for other people’s points of view

4 Did all of the above

2 Did some of the above, including showing respect for others

0 Did not show respect for other people’s points of view

Content 8

(a) Stayed on topic

(b) Responded to other people’s ideas or questions, or brought up new ideas for discussion at appropriate times (see sentence stems)

(c) Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position

(d) Demonstrated originality and/or creativity

8 Did all of the above clearly and well

6 Did 3 of the above clearly and well

4 Did 2 of the above clearly and well, or tried to do 3 but not very well

2 Did 1 of the above

0 Failed to satisfy any of the criteria above

Reflection 4

4 Responded thoughtfully and clearly to the “summing up” question(s) in a way that showed you paid attention to the whole debate

3 Responded thoughtfully and clearly to the “summing up” question(s)

2 Responded to the “summing up” question(s) in a clear but uninspired way

0 Didn’t respond clearly (or at all) to the “summing up” question(s)

TOTAL 20

Name: Class: Date:



Criteria Self-Evaluation

Teacher Evaluation

Participation 4





Protocols 4







Content 8

(a) Stayed on topic

(b) Responded to other people’s ideas or questions, or brought up new ideas for discussion at appropriate times

(c) Demonstrated knowledge of subject matter

(d) Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position

(e) Demonstrated originality and/or creativity

8 Did all of the above clearly and well 7 Did 4 of the above clearly and well

5 Did 3 of the above clearly and well 3 Did 2 of the above clearly and well, or tried to do 3 but not very well

2 Did 1 of the above 0 Failed to satisfy any of the criteria above

Reflection 4

4 Responded thoughtfully and clearly to the “summing up” question(s); paid attention to the whole debate

3 Responded thoughtfully and clearly to the “summing up” question(s)

2 Responded to the “summing up” question(s) in a clear but uninspired way

0 Didn’t respond clearly (or at all) to the “summing up” question(s)

TOTAL 20

Name: Class: Date:




Participation 5

5 Added at least 2 good comments, questions, or insights3 Added 1 good comment, question, or insight1 Repeated a comment or asked a question already made by others0 Did not participate

Protocols 5

(a) Neither tried to hog the debate nor had to be pressured to speak(b) Obeyed the time limit and other protocols(c) Showed respect for other people’s points of view

5 Did all of the above3 Did some of the above, including showing respect for others0 Did not show respect for other people’s points of view

Content 10

(a) Stayed on topic(b) Responded to other people’s ideas or questions, or brought up new ideas for discussion at appropriate times (see sentence stems)(c) Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position(d) Demonstrated originality and/or creativity

10 Did all of the above clearly and well7 Did 3 of the above clearly and well5 Did 2 of the above clearly and well, or tried to do 3 but not very well2 Did 1 of the above0 Failed to satisfy any of the criteria above

TOTAL 20

Comments:

Name: Class: Date: Ball-Toss Debate Rubric (Version 4)



Participation 5





Protocols 5







Content 10

(a) Stayed on topic

(b) Responded to other people’s ideas or questions, or brought up new ideas for discussion at appropriate times (see sentence stems)

(c) Demonstrated knowledge of subject matter

(d) Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position

(e) Demonstrated originality and/or creativity

10 Did all of the above clearly and well



4 Did 2 of the above clearly and well, or tried to do 3 but not very well

2 Did 1 of the above

0 Failed to satisfy any of the criteria above

TOTAL 20

Name: Class: Date:

Take a Stand Debate Rubric (Version 1: Square Off)



Teacher Evaluation

Protocols 3

3 Moved quickly to take a stand and into the square off; obeyed all time limits; and showed respect to others when listening and speaking

2 Moved somewhat quickly to take a stand and into the square off; obeyed time limits; showed respect to others when listening and speaking

1 Had to be reminded to take a stand, move into square off, and take a stand again; didn’t keep to time limits; showed respect for others when listening and speaking

0 Did not show respect for others when listening or speaking

Content 5

5 Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position; also, responded clearly and thoughtfully to other people’s arguments

3 Supported your own position with evidence but did not respond to others’ arguments2 Responded to others using evidence but did not have clear reasons of your own0 Used no evidence to support your position or respond to others’ positions

Reflection 2

2 Responded thoughtfully and clearly to the “summing up” question(s)1 Responded to the “summing up” question(s) in a clear but uninspired way0 Didn’t respond clearly (or at all) to the “summing up” question(s)

TOTAL 10

Comments:

Name: Class: Date:

Take a Stand Debate Rubric (Version 2a: Fishbowl Participants)



Teacher Evaluation

Protocols 3

3 Moved quickly to take a stand and into the fishbowl; obeyed time limits; showed respect to others when listening and speaking

2 Moved somewhat quickly to take a stand and into the fishbowl; obeyed time limits; showed respect to others when listening and speaking

1 Had to be reminded to take a stand, move to fishbowl, and take a stand again; paid only some attention to time limits; showed respect for others when listening and speaking

0 Did not show respect for others when listening or speaking

Fishbowl 5

5 Used facts, examples, reasons, “thought experiments,” or other types of evidence to support your position; supported your partner; responded clearly and thoughtfully to other people’s arguments

3 Supported your own position with evidence but did not respond to others’ arguments2 Responded to others using evidence but did not have clear reasons of your own0 Used no evidence to support your position or respond to others’ positions

Reflection 22 Responded thoughtfully and clearly to the “summing up” question(s)1 Responded to the “summing up” question(s) in a clear but uninspired way0 Didn’t respond clearly (or at all) to the “summing up” question(s)

TOTAL 10

Comments:

Name: Class: Date:

Take a Stand Debate Rubric (Version 2b: Fishbowl Observers)



Teacher Evaluation

Protocols 3

3 Moved quickly to take a stand, to sit outside the fishbowl, and take a stand again1 Moved somewhat quickly to take a stand, to sit outside the fishbowl, and take a stand again0 Had to be reminded where to go and what to do

Fishbowl 22 Listened attentively to fishbowl participants’ debate1 Listened fairly attentively to fishbowl participants’ debate0 Did not listen attentively or respectfully to fishbowl participants’ debate

Reflection 5(a) Responded thoughtfully and clearly to the “summing up” question(s)(b) Referred to arguments given in the fishbowl debate(c) Used facts, examples, reasons, or other types of evidence to support your position

5 Did (a), (b), and (c)3 Did (a) and (b) or (c)1 Responded clearly but without reference to fishbowl debate or use of evidence0 Didn’t respond clearly (or at all) to the “summing up” question(s)

TOTAL 10

Comments:

Name: Class: Date:

Topic on Trial Role DescriptionsJudge: Your job is to listen to the debate and decide, in conference with the other judges, which side wins. You will be expected to be able to justify your decision orally and in writing.

Constructive lawyer: Your job is to provide arguments in favor of your position. Each lawyer is expected to speak: if there are three constructive lawyers on your side, therefore, then you should come up with at least three good arguments in favor of your position so that each lawyer can present one argument.

Response lawyer:Your job is to provide arguments against the other side’s position. You will select the best arguments the other side gives and show why they’re wrong. Each lawyer is expected to speak: if there are two response lawyers on your side, therefore, then you should come up with at least two good arguments against the other side’s position so that each lawyer can present one argument.

Closing lawyer:Your job is to summarize both the constructive and the response arguments given by your side. Each lawyer is expected to speak: if there are two closing lawyers on your side, therefore, then you should split up the closing statement so you each present some of the arguments.

Researcher:If you are assigned to a side (affirmative or negative): Your job is to find and feed information to the lawyers and graphic artists on your side, as well as find answers to questions that the lawyers and graphic artists ask you. You should try to find evidence that will strengthen your side’s position, as well as evidence that will hurt the other side. The journalists may also ask you to help them find information. If you are non-partisan (not assigned to a side): Your job is to find answers to questions that lawyers, journalists, and graphic artists ask you. When you are answering a question, you should give the information you find to that person only. (That person may choose to share the information with his/her side.) Your job is also to find information that is related to the topic on trial. In this case, you should give the evidence you find to everybody in the class.

Graphic artist:Your job is to create an attractive, compelling graphic that uses symbols or one of the principles of advertising (bandwagon, smear tactics, experts, etc.) to support your side’s position. Depending on the amount of time available and number of graphic artists, you may be asked to create two graphics: one that represents a constructive argument, and one that responds to the other side.

Journalist: Your job is to research the topic, listen to preparations on both sides, interview the lawyers and graphic artists about why they think their side will win, watch the trial, and then report on the results. Your report may be shared with the class, with other classes in the cluster, over morning announcements, or in the school newspaper.

Name: Class: Date:

“Topic on Trial” Guide Sheet“Affirmative” position:

“Negative” position:

Arguments in favor of affirmative position [affirmative constructive]

Arguments in favor of negative position [negative constructive]

Arguments against affirmative position [negative response]

Arguments against negative position [affirmative response]

What do we still need to know?

My job is:

I am on the following side: Affirmative Negative NeitherMy aim is to:

To accomplish this aim, I need to: 1.

2.

3.

The following people can help me do this:

I have minutes to accomplish these tasks. I will try, therefore, to follow this timetable:

By (time), I will: 1.



Lawyer’s Name: Date: Grader’s name:

“Topic on Trial” Debate Rubric: Lawyers

This rubric will be used to score each lawyer during the debate. For each category (Style, Content, Language, and Teamwork), students may earn between 1 and 10 points (1=did not achieve any of the goals listed; 10 = achieved all of the goals listed). The “teamwork” score will be the same for all members of the team (affirmative or negative). The final score is then computed below by adding the decimals from each box.

A. Style (15%)Looks professionalSpeaks clearly and loudlyMakes eye contact with judgesShows respect to all peopleSticks to time limits

B. Content (50%)Supports each claim with evidenceGives strong argumentsStays on topicSupports positionResponds to other side’s arguments (if appropriate)

C. Language (15%)Uses Standard American EnglishUses language that is appropriate for a trialUses effective literary devices (such as metaphors or allusions)Uses a sophisticated and interesting vocabulary

D. Teamwork (20%)Everybody participatesAll people seem comfortable with their rolesTeam members support each other during the debateEvidence of collaboration during the preparation phaseTeam is organized: no wasted time, confusion about who’s doing what, when

Final Score:

+ + + = A B C D

A. Score 1 (low) –10 (high)

x 0.15 =

B. Score 1 (low) –10 (high)

x 0.5 =

C. Score 1 (low) –10 (high)

x 0.15 =

D. Score 1 (low) –10 (high)

x 0.2 =

Artist’s Name: Date:

Grader’s name:

“Topic on Trial” Debate Rubric: Graphic Artists

This rubric will be used to score each graphic artist during the debate. For each category (Style, Content, Graphics, and Teamwork), students may earn between 1 and 10 points (1=did not achieve any of the goals listed; 10 = achieved all of the goals listed). The “teamwork” score will be the same for all members of the team (affirmative or negative). The final score is then computed below by adding the decimals from each box.

A. Style (15%)Looks professionalSpeaks clearly and loudlyMakes eye contact with judgesShows respect to all peopleSticks to time limits

B. Content (50%)Supports position with evidenceAppropriate to topicMakes a strong caseResponds to other side’s arguments (if appropriate)Explanation of graphic is clear and convincing

C. Graphics (15%)Graphics are bold and easy to understandGraphics are attractiveUses at least one principle of advertisingCreative and thought-provoking

D. Teamwork (20%)Everybody participatesAll people seem comfortable with their rolesTeam members support each other during the debateEvidence of collaboration during the preparation phaseTeam is organized: no wasted time, confusion about who’s doing what, when

Final Score:

+ + + = A B C D


x 0.15 =


x 0.5 =


x 0.15 =


x 0.2 =

“Topic on Trial” Debate Rubric: Journalists

This rubric will be used to score each journalist at the end of the debate. For each category (Style, Content, Language, and Teamwork), students may earn between 1 and 10 points (1=did not achieve any of the goals listed; 10 = achieved all of the goals listed). The “teamwork” score will be the same for all journalists. The final score is then computed below by adding the decimals from each box.

A. Style (15%)Looks professionalSpeaks clearly and loudlyMakes eye contact with audienceShows respect to all peopleSticks to time limits

B. Content (50%)Summarizes each side’s position clearly and conciselyReports on the highlights of the trial, including who won and whyUses evidence to support interpretationStays on topic

C. Language and Structure (20%)Uses Standard American EnglishUses language that is appropriate for a reporterUses a sophisticated and interesting vocabularyReport is organized, easy to follow, and engaging

D. Teamwork (15%)Everybody participatesEvidence of collaboration during the preparation phaseJournalists divide up the research and reporting effectively and fairlyJournalists are organized: no wasted time, confusion about who is reporting on what, when

Final Score:

+ + + = A B C D


x 0.15 =


x 0.5 =


x 0.2 =


x 0.15 =

“Topic on Trial” Debate Rubric: Judges/Researchers

This rubric will be used to score each judge/researcher during the debate. For each category (Research, Judicial Duties, Language, and Teamwork), students may earn between 1 and 10 points (1=did not achieve any of the goals listed; 10 = achieved all of the goals listed). The “teamwork” score will be the same for alljudges/researchers. The final score is then computed below by adding the decimals from each box.

A. Research (35%)Finds useful information appropriate to topicThinks creatively about how to find or use informationUses multiple information sources to research questionsShows respect to all people

B. Judicial Duties (35%)Listens carefully and attentively to each sideTakes notes to keep track of debate, if neededUses evidence to guide deliberationsGives strong arguments to explain decisionTreats each side fairly

C. Language (15%)Uses Standard American EnglishUses language that is appropriate for a trial

D. Teamwork (20%)Everybody participatesResearchers support each other during the preparation phaseJudges listen to and support each other during the deliberationsTeam is organized: no wasted time, confusion about who’s doing what, when

Final Score:

+ + + = A B C D

34


x 0.35 =


x 0.35 =


x 0.15 =


x 0.2 =

Decision Making Steps: Sample (abbreviated)Topic:Uniforms in School Main Idea: the Issue, Problem, or InterestMany public schools are turning to uniforms to create more orderly, work-oriented environments; to decrease competition and conflicts among students; to eliminate gang wear; and to ease the cost of clothing for parents and students. Debatable Question:Are mandatory uniforms a good idea for our school or any school?Background Information: ResearchFacts (w/sources): 1 in 5 schools now has a uniform code (Jr. Scholastic, 3/01); uniforms have dramatically cut the school clothing costs for parents (Boston Herald, 2/18/99); the Supreme Court decided that mandatory uniforms were unconstitutional in public schools on the grounds they denied students freedom of expression (Johnson v. Des Moines)Beliefs/Opinions/Assertions (w/sources): Supporters believe that uniforms create a work and learning centered climate, diminish competition and conflict among students, and provide parents with an affordable option re: school clothes (Boston Globe, 8/16/00 & Upfront Magazine, 9/01).Option #1: Establish a voluntary uniform policy.

Option #2: Stick with a “no uniforms” policy

Key Points: Uniforms…- lower the cost of clothes

for parents and kids- put students in a state of

mind for work and learning- diminish competition and

conflict among kids

Key Points: Uniforms…- promote conformity; disrespect

individuality- avoid rather than address the need to

develop good decision-making skills among students

- take responsibility out of the hand s of students

- violate students’ civil rights (freedom of expression

Possible Compromise Options:Pilot a voluntary “dress for success day” each week to see how people like the idea. Put in a voluntary dress code after one semester if the pilot is a success.Decision:Pilot a voluntary “dress for success day” each week to see how people like the idea. Put in a voluntary dress code after one semester if the pilot is a success.

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Decision Making Steps: Topic:

Main Idea: the Issue, Problem, or Interest

Debatable Question:

Background Information: ResearchFacts (w/sources):

Beliefs/Opinions/Assertions (w/sources):

Option #1: Option #2:

Key Points: Key Points:

Possible Compromise Options:

Decision:

Suggested Discussion and Debate TopicsUnit 1: What Does it Mean to Be an American?1. What rights, duties, roles, and responsibilities do we have as citizens, community members,

and classmates?2. How can you contribute to building a cooperative, collaborative, civil class, school, and

community?3. How are Americans similar and different…and how is that reflected in our classroom and

school?

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4. What are the values, characteristics, and institutions that shape American society and bind us together as Americans?

5. To what extent do the people you know (and you) take our rights, roles, responsibilities, and values seriously?

6. What are civic life, politics, and government? 7. Why are government and politics necessary? 8. What are some of our school & community needs and problems…and how can you make a

difference?

Unit 2: Vote!1. How would you describe the American “political culture”?2. What are the rights and responsibilities of American citizens within our political culture?3. Who has (and does not have) these rights and responsibilities?4. What are the strengths and weaknesses of our two-party system?5. What are the right positions on the big issues in this year’s elections?6. What are you going to do to get involved in some civic action involving the election?

Unit 3: The Constitution1. What are the fundamental principles & values that shape the American constitutional

democracy & the Amer. political system?2. How are the government’s power and responsibility distributed, shared, and limited by the

United States constitution?3. What are the personal, political, & economic rights of American citizens and what are the

major documents that outline them?4. What is government, why is it necessary, and what purpose does it serve?5. How is the national government organized and what does it do?6. Who makes the rules of government, carries them out, and settles differences among people

regarding the rules?7. What are the similarities and differences among the executive, legislative, and judicial

branches of government?8. What are the benefits of having three branches of government instead of one, extremely

powerful leader?

Unit 4: The Bill of Rights and Beyond1. What are the responsibilities of American citizens?2. What are some contemporary issues that involve our rights and responsibilities…and your

position on these issues?3. What are some conflicts between our fundamental ideals, values, and principles…and

reality in American political and social life? How can you (or someone else) respond to these conflicts in a productive manner?

4. Why do people say they believe in these ideals, values, and principles but have a hard time living up to them?

5. What are some contemporary issues that involve some of the rules we’ve made…and your position on these issues?

6. Are the laws of the United States always just and fair? How can you tell when one isn’t just or fair?

7. How do we make sure unfair or unjust rules aren’t made?8. How do you go about changing an unjust or unfair law?9. What have been some of the major conflicts between our fundamental ideals, values, and

principles and the laws we have made? How have Americans responded to these conflicts? What’s left for us to do now?

10. When should you step in to protect the rights of another person? When should you look the other way?

Unit 5: Choices In Little Rock1. How does our identity shape the way we see ourselves and others?

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2. To what extent does our identity influence the choices we make?3. How does race shape the way we see ourselves and others?4. To what extent do our ideas about race influence the choices we make?5. What are the consequences of dividing people by race?6. How can individuals and groups in a democracy organize to correct injustices?7. How do the choices people make, individually and collectively, shape a society?8. What are the legacies of the choices citizens make, individually and collectively?

Unit 6: The American Legal System1. What is the place of law in the American constitutional system?2. Where do laws come from?3. What is the difference between criminal and civil law?4. How well does the legal system work in your community and with people close to you?

Unit 7: The U.S. and the World1. How are the governments of other countries similar and different from ours?2. How is the United States currently influencing other nations and their affairs?3. What are some contemporary issues that involve our relationships with other countries…

and your position on these issues?

For more information, please contact Robert Chisholm, Senior program Director at

[email protected]

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mailto:[email protected]

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sarahbsd.files.wordpress.com€¦ · Web view- adapted from the Institute for Learning, University of Pittsburgh. Teach the rules for discussion: Provide clear, specific guidelines