Debate Reference Pack

Debate Reference Pack

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Table of Contents Essential Question Criteria Setting the Stage - Team Research Setting the Stage - Judge Research Debate Format Debate Dos Speaker/Writer Form Team Scoring Rubric Individual Scoring Rubric Judge Scoring Rubric Debate Essay Rubric

……3 ……4 ……6 ……8 …..12 …..13 …..14 …..16 …..18 …..20

Debate Reference Packet from “Essential Education,” Chemistry Solutions Volume 3, Issue 2 American Association of Chemistry Teachers (AACT) | www.teachchemistry.org

Essential Question Criteria

Essential questions meet the criteria1 below. • • • • • • •

Open-ended; that is, they do not have a single, final, correct answer Thought provoking and intellectually engaging Call for higher-order thinking, such as analysis, inference, evaluation, and prediction, and cannot be effectively answered by recall alone Point toward important, transferable ideas within disciplines Raise additional questions and sparks further inquiry Requires support and justification, not just an answer Recurs over time, that is, can and should be revisited again and again

Work Cited 1McTighe,

Jay and Wiggins, Grant, Essential Questions: Opening Doors to Student Understanding. Alexandria, Virginia. 2013. Print.

Examples of essential questions include: • • • • • • •

Should governments be permitted to micro-engineer their climates? Would it be wrong to eradicate mosquitos? Should we be talking about space travel and colonization seriously? Should sugar be compared to addictive drugs? Is the disappearance of bees a serious issue? Is ocean acidification reversible? Is planting a solution to air pollution?

Setting the Stage - Research - Team Format Name _____________________________

Due Date _______________

Essential Question: ___________________________________________________________________ Which team are you on? Circle one: Affirmative Negative Complete the following research to support your team’s side of the debate. Website or Resource

1st Main Idea

Supporting Fact-Example (Specific names and dates add strength to your presentation.)

Website or Resource

2nd Main Idea


Website or Resource

3rd Main Idea


Website or Resource

4th Main Idea


Highlight the section you feel offers the strongest support for your team’s side of the debate.

Setting the Stage - Research - Judge Format Name ________________________________

Due Date _______________

Essential Question: ___________________________________________________________________ Complete the following research to support the Affirmative side of the debate. Website or Resource

1st Main Idea

Supporting Fact-Example (Specific names and dates add strength to the presentation.)

Website or Resource

2nd Main Idea


Highlight the section you feel offers the strongest support for this side of the debate.

Complete the following research to support the Negative side of the debate. Website or Resource

1st Main Idea


Website or Resource

2nd Main Idea


Highlight the section you feel offers the strongest support for this side of the debate.

ESSENTIAL QUESTION - DEBATE FORMAT -----------------------------------------------------------------------------------------------------------------------------------The Day Prior to Debate -----------------------------------------------------------------------------------------------------------------------------------Full Class Period • The teacher designates judges and teams for each side of the debate. • Each judge researches both sides of the debate and is responsible for completing the Setting the Stage Research - Judge Format page. This includes: • writing down 2 valid ideas that support each side, • writing down a specific, example or fact to support each idea, • listing the website or resource for the ideas and examples-facts, • highlighting their strongest idea and supporting example-fact for each side, and • handing in their completed research for credit on the Judge Scoring Rubric. • Each team member researches their side of the debate and is responsible for completing the Setting the Stage Research - Team Format page. This includes:: • writing down 4 specific, valid ideas that support their side, • writing down a specific example or fact to support each idea, • listing the website or resource for the ideas and examples-facts, • highlighting their strongest idea and supporting example-fact, and • handing in their completed research for credit on the Group Scoring Rubric. -----------------------------------------------------------------------------------------------------------------------------------Day 1 of the Debate -----------------------------------------------------------------------------------------------------------------------------------20 minute Work Period Each judge • adds the names (alphabetically by first name) of the team members to the Individual Scoring Rubrics, • carefully observes the participation of team members within each team, and • begins to fill in the Individual Scoring Rubrics. The team • decides who each speaker will be for the Position Statement, Rebuttal, Response, and Position Summary, • decides who the writer will be for the team’s Rebuttal and Response, • completes the Speaker-Writer Form, • (each member) shares their highlighted idea and supporting example-fact from their research, • decides which 3 of the ideas and 3 supporting examples-facts to use for the team’s Position Statement, • develops a Position Statement, and • practices their presentation. continued

3 minute Position Statement - Affirmative Team • Judges time the presentation • Judges take notes • Negative team takes notes 3 minute Position Statement - Negative Team • Judges time the presentation • Judges take notes • Affirmative team takes notes 15 minute Work Period Each Judge • carefully observes the teams and continues to fill in the Individual Scoring Rubrics. The team • develops a Rebuttal that includes effective counter-evidence for all 3 of the opposition’s Position Statement ideas and examples-facts, and • practices their presentation. Note: One computer station can be set up for each team for additional support in the development of the Rebuttals. 3 minute Rebuttal - Affirmative Team • Judges time the presentation • Judges take notes • Negative team takes notes 3 minute Rebuttal - Negative Team • Judges time the presentation • Judges take notes • Affirmative team takes notes

-----------------------------------------------------------------------------------------------------------------------------------Day 2 of the Debate -----------------------------------------------------------------------------------------------------------------------------------15 minute Work Period Each Judge • carefully observes the teams and finishes filling in the Individual Scoring Rubrics. The team • develops a Response that explains why they disagree with all 3 of the opposition’s Rebuttal ideas, and • practices their presentation. Note: One computer station can be set up for each team for additional support in the development of the Responses. 3 minute Response - Affirmative Team • Judges time the presentation • Judges take notes • Negative team takes notes 3 minute Response - Negative Team • Judges time the presentation • Judges take notes • Affirmative team takes notes 10 minute Work Period Each Judge • adds up the tallies on the Individual Scoring Rubrics, • gives a final score to each individual, and • hands in the rubrics to the teacher. The team • develops a Position Summary that restates all 4 of the following: their strongest Position Statement idea and supporting example-fact, their strongest Rebuttal idea, and their strongest Response idea, and • practices their presentation. 3 minute Position Summary - Affirmative Team • Judges time the presentation 3 minute Position Summary - Negative Team • Judges time the presentation

continued

10 minute Work Period Each Judge • decides which team they will award a point to, and • develops a Judge Statement that supports their decision by including all 4 of the following: their winning team’s strongest Position Statement and supporting example-fact, their team’s strongest Rebuttal idea, and their team’s strongest Response idea The team • adds the names (alphabetically by first name) of their team members to the Individual Scoring Rubrics, • privately fills out the Individual Scoring Rubrics for their teammates, • adds up and gives a final score to each teammate on the Individual Scoring Rubrics, • hands in the Individual Scoring Rubrics to the teacher, and • hands in the Speaker - Writer Form (The teacher will verify equal distribution of work.). 2 minute Judge Statement and Awarding of point 2 minute Judge Statement and Awarding of point 2 minute Judge Statement and Awarding of point (etc. if there are additional judges) ≈•≈•≈•≈•≈• Announcement of Winner ≈•≈•≈•≈•≈• -----------------------------------------------------------------------------------------------------------------------------------SET FOR SUCCESS Knowing what is expected of you makes following through on those expectations easier to achieve. Familiarize yourself with the Debate Reference Pack prior to each debate. Understanding the content within it and referencing it throughout the debates will set you up for success.

Debate Dos Debate Dos allow for a fluid, respectful experience enjoyed by all. Here are a few to-dos. • • • • • • •

Be polite and courteous. Listen attentively. Be respectful and supportive of peers. Allow others to express their opinions. Use grammatically correct language. Speak clearly, slowly, and loud enough to be heard by your audience. Speak with passion and excitement.

ESSENTIAL QUESTION DEBATE - SPEAKER/WRITER FORM

Debate Phase

Speaker

Writer

Position Statement Rebuttal Response Position Summary Note: Each person on your team must fill at least one position.

---------------------------------------------------------------------------------------------------------------------

ESSENTIAL QUESTION DEBATE - SPEAKER/WRITER FORM

Debate Phase

Speaker

Writer

Position Statement Rebuttal Response Position Summary Note: Each person on your team must fill at least one position.

Essential Question Debate - Team Scoring Rubric Criteria Research (Individualized)

Work Periods (Individualized)

Position Statement

1

Team:

Affirmative Negative

Student: _____________________

2

3

4

5

Missing 5 or more requirements on the Setting the Stage Research Format

Missing 3-4 requirements on the Setting the Stage Research Format


Completes all requirements on the Setting the Stage Research Format

- - - - - - - OR - - - - - - -

- - - - - - - OR - - - - - - -

- - - - - - AND - - - - - -

- - - - - - AND - - - - - -

Hands it in late

Hands it in late

Hands in on time

Hands it in on time

Does not pay attention, argues, depends on other to do the work, not willing to compromise

Listens but argues and/ or depends on others to do the work

Respectfully listens and cooperates but has minimal contributions

Gives 0-1 valid idea

Gives 2 valid ideas

Gives 2 valid ideas

Gives 3 valid ideas

Gives 3 valid ideas

- - - - - - AND - - - - - -

- - - - - - BUT - - - - - -

- - - - - - AND - - - - - -

- - - - - - BUT - - - - - -

- - - - - - AND - - - - - -

A supporting example or fact

Does not give supporting examples or facts for each

Supporting examples or facts for each

Does not give supporting examples or facts for each

Supporting examples or facts for each

Does not hand in the Setting the Stage Research Format

Respectfully listens, cooperates, and frequently contributes ideas

Respectfully listens, cooperates, consistently contributes ideas and takes a leadership role

Rebuttal

No Rebuttal is given

Does not give effective counter-evidence for any of the opposition’s Position Statement ideas or examples-facts (gibberish)

Gives effective counterevidence for 1 of the opposition’s Position Statement ideas and examples-facts


Gives effective counterevidence for all 3 of the opposition’s Position Statement ideas and examples-facts

Response

No Response is given

Does not explain why the team disagrees with any of the opposition’s Rebuttal ideas (gibberish)

Explains why the team disagrees with 1 of the opposition’s Rebuttal ideas

Explains why the team disagrees with 2 of the opposition’s Rebuttal ideas

Explains why the team disagrees with all 3 of the opposition’s Rebuttal ideas

Criteria

1

2

3

4

5

Position Summary

No Position Summary is given

Restates 1 of the following: Their strongest Position Statement idea, a supporting examplefact, a Rebuttal idea, or Response idea

Restates 2 of the following: Their strongest Position Statement idea, a supporting examplefact, a Rebuttal idea, or Response idea

Restates 3 of the following: Their strongest Position Statement idea, a supporting examplefact, a Rebuttal idea, or a Response idea

Restates all 4 of the following: Their strongest Position Statement idea and supporting examplefact, Rebuttal idea, and Response idea

Overall Organization and Clarity of Presentation

The ideas, supporting examples, and responses are invalid and/or non-sensical

Fewer than half of the ideas, supporting examples, and responses are valid and easily understood

Half of the ideas, supporting examples, and responses are valid and easily understood

More that half of the ideas, supporting examples, and responses are valid and easily understood

ALL ideas, supporting examples-facts, and responses are valid and easily understood

Team Scoring Rubric - Score: _____ / 35 = _____ Individual Scoring Rubric - Score: _____/_____ = _____ * The individual score is tallied from the individual scoring sheets completed by peers on each team as well as judges during their observations of team work periods.

Debate - Individual Scoring Rubrics

Team:

Affirmative

Negative

Student: _____________________ Team Member

Never 1

Some 1.5

2

All 2.5

Team Member

3

1

Took productive notes during opposition’s presentations


Maintained focus on the task-at-hand


Asked questions to move the team’s discussions along


Contributed ideas and opinions


Provided positive feedback to other group members


Total Score ______/15

Team Member

Never 1

Some 1.5

2

All 2.5

Some 1.5

2

All 2.5

3


Team Member

3

Never 1












Never

Some 1.5

2

All 2.5

3


Team Member

Never 1

Some 1.5

2

All 2.5

Team Member

3

1












Team Member

Never 1

Some 1.5

2

All 2.5

Some 1.5

2

All 2.5

3


Team Member

3

Never 1












Never

Some 1.5

2

All 2.5

3


Essential Question Debate - Judge Scoring Rubric

Chosen Team:

Affirmative Negative

Student: ____________________

Criteria

1

2

3

4

5

Research

Does not hand in the Setting the Stage Research Format





- - - - - OR - - - - - -

- - - - - - OR - - - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

Hands it in late

Hands it in late

Hands in on time

Hands it in on time

Unfairly scores team members giving friends an advantage

Is distracted and only observes a few team members periodically

Observes some team members periodically during most work periods

Carefully observes most team members throughout most work periods

Carefully observes all team members throughout all work periods

- - - - AND/OR - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

Makes up scores

Partially scores a few members, fairly

Partially scores some members, fairly

Thoroughly scores most members, fairly

Thoroughly scores all members, fairly

Is asked to resign from the judge role

Is distracted and doesn't listen to team presentations

Listens to some team presentations

Carefully listens to most team presentations

Carefully listens to all team presentations

- - - - - AND - - - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

- - - - - AND - - - - - -

Doesn't take notes during presentations

Takes notes during some presentations

Takes notes during most presentations

Takes notes during all presentations

Work Periods

Presentation Periods

Criteria

1

2

3

4

5

Judge Statement

No Judge Statement is given

Includes 1 of the following: Their winning team’s strongest Position Statement idea, a supporting examplefact, a Rebuttal idea, or a Response idea



Includes all 4 of the following: Their winning team’s strongest Position Statement idea and supporting examplefact, Rebuttal idea, and Response idea

Overall Organization and Clarity of Presentation

No ideas are taken directly from their winning team’s presentations or all ideas are unclear

1 idea is taken directly from their winning team’s presentations and are easily understood

2 ideas are taken directly from their winning team’s presentations and are easily understood

3 ideas are taken directly from their winning team’s presentations and are easily understood

All 4 ideas are taken directly from their winning team’s presentations and are easily understood

Judge Scoring Rubric - Score: _____ / 25 = _____

Science - Essential Question Debate - Essay Scoring Rubric

Student: ____________________

Essential Question: ___________________________________________________________________________________________

Criteria Research (Stapled to back of essay)

Position Statement (Paragraph 1)

1 Does not hand in the Setting the Stage Research Format

Position Statement is not completed

2



- - - - - - - OR - - - - - - -

- - - - - - - OR - - - - - - -

- - - - - - AND - - - - - -

- - - - - - AND - - - - - -

Hands it in late

Hands it in late

Hands in on time

Hands it in on time

Position/side of the debate is unclear

Chooses a clear position/side of the debate



- - - - - - AND - - - - - -

- - - - - - AND - - - - - -

- - - - - - AND - - - - - -

Provides 2 valid ideas

Gives 3 valid ideas


- - - - - AND /OR - - - -

- - - - - - BUT - - - - - -

- - - - - - AND - - - - - -

One supporting example or fact for each idea

Does not give a supporting example or fact for each

One supporting example or fact for each idea



Gives effective counterevidence for all 3 of the opposition’s Position Statement ideas and examples-facts

- - - - - AND/OR- - - - One supporting example or fact for each idea

(Paragraph 2)

5


- - - - - AND/OR - - - -

Rebuttal is not completed

4



Rebuttal

3

Does not give effective counter-evidence for any of the opposition’s Position Statement ideas or examples-facts (gibberish)

Criteria Position Summary (Paragraph 3)

1

2

3

4

No Position Summary is given

5 Restates the EQ - - - - - - AND - - - - - -

X

X

X

Restates their position/ side of the debate - - - - - - AND - - - - - 3 Position Statement ideas

Written Organization and Clarity

None of the Position Statement ideas, supporting examples, and Rebuttal ideas are clear or easily understood

Few of the Position Statement ideas, supporting examples, and Rebuttal ideas are clear and easily understood

Half of the Position Statement ideas, supporting examples, and Rebuttal ideas are clear and easily understood

Most of the Position Statement ideas, supporting examples, and Rebuttal ideas are clear and easily understood

All Position Statement ideas, supporting examples, and Rebuttal ideas are clear and easily understood

Sentence Fluency and Word Choice

Sentences run-on and appear incomplete; word choice may be inaccurate in much of the essay

Sentence structure may be simple and unvaried; word choice is mostly accurate

Most sentences are well constructed but have similar structure; word choice lacks variety

Exhibits some variety in sentence structure and uses good word choice; occasionally, words may be used inaccurately

Consistently exhibits variety in sentence structure and word choice

Conventions

Errors in grammar, spelling, and punctuation prevent the reader from fully understanding the content

Errors in grammar, spelling, and punctuation interfere with understanding in much of the essay

More frequent errors in grammar, spelling, and punctuation, but they do not interfere with understanding

Errors in grammar, spelling, and punctuation do not interfere with understanding

Errors in grammar, spelling, and punctuation are few and do not interfere with understanding

Timeliness

Does not hand in

Score: _____ / 40 = _____

X

Hands in 1-2 days late

X

Hands in on time

Debate Reference Pack

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