LEGISLATIVE PROBLEM (SEAT BELT/HELMET DEBATE)
LEGISLATIVE PROBLEM (SEAT BELT/HELMET DEBATE)
SCORING CRITERIA 2008
1) Presentation of Argument (5 points)
Give up to five points for the presentation of the student’s main argument. Use the following guidelines to assess whether the student has presented a reasoned, complete position for or against optional seatbelts.
(a) Affirmative (optional):
1. Freedom to choose a basic principle of American democracy
2. Argues for public health initiatives designed to increase belt/helmet use
3. Cites data showing that public health programs are effective (e.g., “Truth”)
4. Argues, cites data showing that fatality/injuries not substantially greater in ‘mandatory’ states
5. Discusses potential economic/tourism impact, with data
6. Cites scenarios in which belt/helmet use might be harmful, with data
7. Cites data indicating that injury/death not related to seatbelt/helmets as much as it is to driving behavior correlated with seatbelt/helmet nonuse (e.g., speeding, drinking/driving, etc.)
(b) Negative (mandatory)
1. Cites data showing that lives can be saved through mandatory helmet or
seatbelt use (using state crash statistics, etc.)
2. Discusses modeling effect on minors
3. Discusses potential impact on health-care costs for others
4. Discusses ‘risky behavior’ concept; requiring seatbelts/helmets discourages risky behavior; other types of dangerous driving habits (e.g., speeding, drinking, etc.) hopefully will follow
5. Cites data showing public health initiatives might not be an effective way to combat this problem
Discussion of Strengths/Weaknesses (5 points)
Give up to 5 points for student’s analysis of the strengths and weaknesses of their argument. In this section, the student should talk specifically about points in their argument that are strong and points that are relatively weak. That is, they should refer back to the itemized list of arguments they provide in Part I, and comment on the strength and weakness of these points as well as the overall argument. Students should comment on at least two strengths and two weaknesses of their argument, but don’t be OCD about it, and be reasonable in terms of how many individual points are addressed. Arguments can be strong or weak based on how well they are presented publicly, and can be strong or weak based on the support that exists for them. Evaluate the student’s analysis with these two possibilities in mind. In the past, we have been ‘liberal’ with points here as long as the student is able to recognize that their argument has strong points and weak points and is able to identify them and cite reasons why.
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