SJC HISTORY DEPARTMENT



4A – February 21th, 2011

Format of Debate

Team 1 – Anti- Slavery VS. Team 4 – Pro – Slavery

1) Sidney C. 1) Henry Z.

2) Sergi C. 2) Brandon B.

3) Alexander Q. 3) Jason C.

4) Teodoro R. 4) Jacky C.

5) Raphel M. 5) Anwah Y.

Format:

1) A good introduction that attracts the audience’s attention and interest in the topic

Open Introduction: Pro-slavery 1 person (3 minutes) Anti-slavery 1 person (3 minutes)

2) Clearly state the resolution, clearly state each of your contentions (support with reason and evidence)

Pro-slavery 3 persons (each 5 minutes) Anti-slavery 3 persons (each 5 minutes)

3) Cross – examination: The purpose of cross-questioning is: to help reveal and point out the weaknesses in the argumentation of the previous opposing speaker , to clarify unclear points from the previous speaker’s speech and to prepare room for argumentation of one’s team

THE QUESTIONER ASKS AND THE ADDRESSED PERSON RESPONDS. QUESTIONS AND RESPONSES MUST BE BRIEF AND CLEAR.

The information obtained during cross-questioning is used by the questioner’s team in their subsequent speeches. The questioner may ask about anything provided that he shows in the further course of the debate a connection between the questions and the resolution debated. The addressed person may refuse to answer personal questions. Points for cross-questioning are actually represented in a distinct part of the evaluation; the speakers will get points as individuals for cross-questioning. Making use of the information obtained during cross-questioning is evaluated under the strategy category.

Pro-slavery 1 person (6 minutes) Anti-slavery 1 person (6 minutes)

4) Conclusion – Summarizing your debate – Bringing all to an end. The speaker on each side provides a 5 minute summation with no new arguments introduced.

Pro- Slavery 1 person (5 mins) Anti-slavery 1 person (5 mins)

CLASSROOM DEBATE RUBRIC

|  |Levels of Performance |

|Criteria |1 |2 |3 |4 |

|1. Organization and Clarity: |Unclear in most parts |Clear in some parts but |Most clear and orderly |Completely clear and |

|viewpoints and responses are outlined | |not over all |in all parts |orderly presentation |

|both clearly and orderly. | | | | |

|2. Use of Arguments: |Few or no relevant |Some relevant reasons |Most reasons given: most|Most relevant reasons |

|reasons are given to support |reasons given |given |relevant |given in support |

|viewpoint. | | | | |

|3. Use of Examples and Facts: |Few or no relevant |Some relevant |Many examples/facts |Many relevant supporting |

|examples and facts are given to |supporting |examples/facts given |given: most relevant |examples and facts given |

|support reasons. |examples/facts | | | |

|4. Use of Rebuttal: |No effective |Few effective |Some effective |Many effective |

|arguments made by the other teams are |counter-arguments made |counter-arguments made |counter-arguments made |counter-arguments made |

|responded to and dealt with | | | | |

|effectively. | | | | |

|5. Presentation Style: |Few style features were |Few style features were |All style features were |All style features were |

|tone of voice, use of gestures, and |used; not convincingly |used convincingly |used, most convincingly |used convincingly |

|level of enthusiasm are convincing to | | | | |

|audience. | | | | |

4A – February 22nd, 2011

Format of Debate

Team 3 – Anti- Slavery VS. Team 5 – Pro – Slavery

1) Aaron S. 1) Rainer C.

2) Ashton N. 2) Jordan Y.

3) David V. 3) Anderson W.

4) Troy L. 4) Erwin Q.

5) Francis B. 5) Noel G.

Format:

1) A good introduction that attracts the audience’s attention and interest in the topic

Open Introduction: Pro-slavery 1 person (3 minutes) Anti-slavery 1 person (3 minutes)

2) Clearly state the resolution, clearly state each of your contentions (support with reason and evidence)

Pro-slavery 3 persons (each 5 minutes) Anti-slavery 3 persons (each 5 minutes)

3) Cross – examination: The purpose of cross-questioning is: to help reveal and point out the weaknesses in the argumentation of the previous opposing speaker , to clarify unclear points from the previous speaker’s speech and to prepare room for argumentation of one’s team

THE QUESTIONER ASKS AND THE ADDRESSED PERSON RESPONDS. QUESTIONS AND RESPONSES MUST BE BRIEF AND CLEAR.

The information obtained during cross-questioning is used by the questioner’s team in their subsequent speeches. The questioner may ask about anything provided that he shows in the further course of the debate a connection between the questions and the resolution debated. The addressed person may refuse to answer personal questions. Points for cross-questioning are actually represented in a distinct part of the evaluation; the speakers will get points as individuals for cross-questioning. Making use of the information obtained during cross-questioning is evaluated under the strategy category.

Pro-slavery 1 person (6 minutes) Anti-slavery 1 person (6 minutes)

4) Conclusion – Summarizing your debate – Bringing all to an end. The speaker on each side provides a 5 minute summation with no new arguments introduced.

Pro- Slavery 1 person (5 mins) Anti-slavery 1 person (5 mins)

CLASSROOM DEBATE RUBRIC

|  |Levels of Performance |

|Criteria |1 |2 |3 |4 |

|1. Organization and Clarity: |Unclear in most parts |Clear in some parts but |Most clear and orderly |Completely clear and |

|viewpoints and responses are outlined | |not over all |in all parts |orderly presentation |

|both clearly and orderly. | | | | |

|2. Use of Arguments: |Few or no relevant |Some relevant reasons |Most reasons given: most|Most relevant reasons |

|reasons are given to support |reasons given |given |relevant |given in support |

|viewpoint. | | | | |

|3. Use of Examples and Facts: |Few or no relevant |Some relevant |Many examples/facts |Many relevant supporting |

|examples and facts are given to |supporting |examples/facts given |given: most relevant |examples and facts given |

|support reasons. |examples/facts | | | |

|4. Use of Rebuttal: |No effective |Few effective |Some effective |Many effective |

|arguments made by the other teams are |counter-arguments made |counter-arguments made |counter-arguments made |counter-arguments made |

|responded to and dealt with | | | | |

|effectively. | | | | |

|5. Presentation Style: |Few style features were |Few style features were |All style features were |All style features were |

|tone of voice, use of gestures, and |used; not convincingly |used convincingly |used, most convincingly |used convincingly |

|level of enthusiasm are convincing to | | | | |

|audience. | | | | |

4A – February 24th, 2011

Format of Debate

Team 2 – Pro- Slavery VS. Team 6 – Anti – Slavery

1) Romel R. 1) Christian B.

2) Edich C. 2) Kirk R.

3) Carl C. 3) Liu J

4) Kyle R. 4) Adrian Y.

5) Sergi M. 5) Johann K.

Format:

5) A good introduction that attracts the audience’s attention and interest in the topic

Open Introduction: Pro-slavery 1 person (3 minutes) Anti-slavery 1 person (3 minutes)

6) Clearly state the resolution, clearly state each of your contentions (support with reason and evidence)

Pro-slavery 3 persons (each 5 minutes) Anti-slavery 3 persons (each 5 minutes)

7) Cross – examination: The purpose of cross-questioning is: to help reveal and point out the weaknesses in the argumentation of the previous opposing speaker , to clarify unclear points from the previous speaker’s speech and to prepare room for argumentation of one’s team

THE QUESTIONER ASKS AND THE ADDRESSED PERSON RESPONDS. QUESTIONS AND RESPONSES MUST BE BRIEF AND CLEAR.

The information obtained during cross-questioning is used by the questioner’s team in their subsequent speeches. The questioner may ask about anything provided that he shows in the further course of the debate a connection between the questions and the resolution debated. The addressed person may refuse to answer personal questions. Points for cross-questioning are actually represented in a distinct part of the evaluation; the speakers will get points as individuals for cross-questioning. Making use of the information obtained during cross-questioning is evaluated under the strategy category.

Pro-slavery 1 person (6 minutes) Anti-slavery 1 person (6 minutes)

8) Conclusion – Summarizing your debate – Bringing all to an end. The speaker on each side provides a 5 minute summation with no new arguments introduced.

Pro- Slavery 1 person (5 mins) Anti-slavery 1 person (5 mins)

CLASSROOM DEBATE RUBRIC

|  |Levels of Performance |

|Criteria |1 |2 |3 |4 |

|1. Organization and Clarity: |Unclear in most parts |Clear in some parts but |Most clear and orderly |Completely clear and |

|viewpoints and responses are outlined | |not over all |in all parts |orderly presentation |

|both clearly and orderly. | | | | |

|2. Use of Arguments: |Few or no relevant |Some relevant reasons |Most reasons given: most|Most relevant reasons |

|reasons are given to support |reasons given |given |relevant |given in support |

|viewpoint. | | | | |

|3. Use of Examples and Facts: |Few or no relevant |Some relevant |Many examples/facts |Many relevant supporting |

|examples and facts are given to |supporting |examples/facts given |given: most relevant |examples and facts given |

|support reasons. |examples/facts | | | |

|4. Use of Rebuttal: |No effective |Few effective |Some effective |Many effective |

|arguments made by the other teams are |counter-arguments made |counter-arguments made |counter-arguments made |counter-arguments made |

|responded to and dealt with | | | | |

|effectively. | | | | |

|5. Presentation Style: |Few style features were |Few style features were |All style features were |All style features were |

|tone of voice, use of gestures, and |used; not convincingly |used convincingly |used, most convincingly |used convincingly |

|level of enthusiasm are convincing to | | | | |

|audience. | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download