Social Justice Unit Debate Common Assessment

Purpose: The purpose of this assignment is to acknowledge other people’s perspectives and
hear new contexts around topics of discussion. In researching and debating the given topics,
students will be able to:
1. Synthesize and communicate information
2. Find, evaluate, and select credible research sources
3. Cite sources for both quoted and paraphrased sources within notes and the in-class
debate
4. Make sense of information gathered from diverse sources by identifying misconceptions,
main and supporting ideas, conflicting information, point of view or bias.
5. Participate in, collaborate in, and report on small-group learning activities and oral
presentation
6. Evaluate both one’s own role, and other people’s role, in preparation and delivery of oral
reports
7. Us a a variety of strategies to listen actively
8. Analyse and interpret other’s presentations and arguments

Debate Framework: Research will be submitted on Oct.24 (A) or Oct.25 (B) for teacher
evaluation of sources and information. On Oct.31 (A) or Nov.1 (B), your teacher will return a
copy of your research points at the start of your in-class debate. You will then have a 10-15
minute debate about your topic. If you are not debating, you will be sitting surrounding the
debaters (like a socratic seminar) and evaluating the debaters.

If you are debating, you will be sitting in the center of the room. Opposing sides will face each
other. Debate will begin with your teacher stating the topic. A coin flip will begin the debate. One
student will speak at a time. After a student on one side speaks, the other side will then
respond. To respond: students will rephrase the idea that the previous student said and then will
continue with their point. Students will use their research to support their argument for or against
the topic. A student should not speak again until two students have spoken on their own team.
Every student is expected to speak. The teacher will time the debate and give a warning with
two minutes left.

Grade Breakdown (all component rubrics follow):

Individual Research ___/50 points
In-Class Debate Performance ___/25 points
Peer Evaluations ___/20 points
Self-Evaluation ___/5 points
*Bonus points for winning debate round ___/5 points
Name: _____________________________________YOUR SCORE: ____________ / 50 TOTAL POINTS

Debate Research Rubric

A. (5 points) Number of Claims – Did you complete your two claims? Do you have one
statement in support of the argument? Do you have one statement against the argument?
B. (5 points) Number of Sources - Did you include at least four sources? (Two for each
claim?)
C. (15 points) Quality of Quotes – Does your quote directly relate to your claim? Does it
not relate to your claim? Does your quote reveal a new idea about your claim? Is your
quote redundant? Do you have at least three quotes for each claim (six quotes total).
D. (15 points) Reliability of Source - Did you use Wikipedia? Does your source come from
a .gov or .edu website? Did you use a library database?
E. (10 points) MLA Citation - Did you properly cite your quotes following MLA format?
In more detail:
A. Number of claims: _________/ 5 points

No claims One claim Two claims

(One for and
one against)

0 points 2 pts 5 pts

B. Number of sources: _________/ 5 points

No sources One source Two sources Three sources Four or more

sources

0 points 1 pt 2 pts 3 pts 5 pts

C. Quality of Quotes: _________ / 15 points

No quotes 1-2 quotes present; 3-4 quotes present; 1- 5-6 quotes present; 6 quotes present; 3 for
quote(s) is not 2 for each claim, or 2-3 for each claim, each claim. Quotes are
relevant to claims some quotes may be or most quotes are relevant and fully
relevant, but do not relevant, and support claims
fully support claims support claims

1-8 pts
0 points 9-11 pts 12-14 pts 15 pts

D. Reliability of Source: __________ / 15 points

No sources Source(s) may be Few sources are up Some sources are up Sources are up to
any of the following: to date and are fact to date and are fact date and are fact
outdated, based sources that based sources that based sources that
unacademic, social contain embedded contain embedded contain embedded
media, unreliable, citations and/or a citations and/or a citations and/or a
bias based, without bibliography bibliography bibliography
embedded citations,
Wikipedia.

0 points 1-8 pts 9-11 pts 12-14 pts 15 pts

E. MLA Citation: __________ / 10 points

Not properly 3-4 mistakes 1-2 mistakes No mistakes

formatted at all

0 points 1-5 pts 6-9 pts 10 pts

Name: _____________________________________YOUR SCORE: ____________ / 25 TOTAL POINTS

Debate Performance Rubric

A. (5 points) Number of Contributions – How often did you speak? Too much, not often
enough, or the right amount?
B. (15 points) Quality of Contributions – Did you offer a new idea not yet expressed, or
did your comment take a new approach to a previously stated idea? Did you build off the
ideas of others without repeating information? Did you ask questions that furthered the
discussion and your point? Did you stay on topic while helping to move the conversation
forward? Did you cite specific moments from your research?
C. (5 points) Delivery – Did you speak clearly and succinctly to the group, not the teacher?
In more detail:
A. Number of contributions: _________/ 5 points

No comments Too many

comments
0 points 0 pts

B. Quality of Contribution: _________ / 15 points

No contribution; Repeats others’ Some original ideas Original ideas Original ideas
shows no comments, off- expressed that lack explored; usually explored; advanced
preparation topic, no text depth or follow- relies on text understanding of text;
support, shows through, seldom support, shows offers new approaches
poor prep supported by text adequate prep to text, shows
thorough prep
0 points 9-11 points
1-8 points 12-14 points 15 points

C. Delivery: __________ / 5 points

Doesn’t apply; Exhibits little Exhibits awareness Attends to audience Attends to

the participant awareness of using a few habits of using some habits of audience using all
did not speak audience, good good delivery and good delivery and habits of good
and/or lacks delivery, and respect respect respect delivery and
respect for peers respect
1 points 2-3 points 4 points
0 points 5 points
Debate:

Self Reflection

Answer the following questions in the reflection section of your notebook.

1. What do you think you did best in terms of your preparation for and in the
debate?
2. What do you think you did best in terms of your participation in the
debate?
3. What do you believe you could have done better in your preparation or
participation in the debate?
4. How did you feel about the overall performance of the members of your
group? Did you work well together and share equally in the preparation
for the debate? Explain.
5. Was the opposing team successful in convincing you to change your mind?
Why or why not?
PEER/SELF EVALUATION

Your Name: __________________________________

Name of Peer: _________________________________

Content

Present in the debate?

Y N Arguments (strength,depth and support for arguments)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Y N Rebuttals (Understanding of content; strength, depth

and support)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Y N Summary/Conclusion (Review of major points; Statement of

relevance)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
 Process

Y N Verbal Behavior (clarity/choice of words/voice level)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Y N Nonverbal Behavior (attention; gestures/movement; eye contact;

presence; use of notes/readings)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Y N Timing (Within limit; coordination; use of time)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

Y N General Coherence (Ability to follow points; quality of transitions)

Evidence:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________