CHA3U (Gr.11 University American History) – The Road To
Revolution: The Taxation Issue and other Oppressive Acts Town
Hall Debate Assignment Description (COM/KU)
When George Grenville became the British Chancellor of the Exchequer in April 1763,
he encountered a national debt that had grown to staggering proportions during the
war with France. Grenville discovered that the American colonies were costing Britain
more than what they brought in and was determined to make the colonists shoulder
some of the burden of Britain’s war debt. In cooperation with the parliament, he
designed a series of measures to bring this about.
Your Task…
The class will be divided into two main groups, 1) British and 2) The American
Colonies. In your groups, brainstorm reasons for whether or not the British were
justified in passing these laws and other extreme measures in order to keep the
colonies under control. Role play your group and present your arguments during an in
class debate. Based on your research, you must convince the other side and the judge
why the taxation laws and other acts were just or unjust. The future and success of
the colonies hinges on your ability to present a sound argument and whether or not
your evidence will best suit the welfare of both mother country and its colonies.
Should the colonies be happy with what they have? Is Britain entitled to both a certain
degree of money and respect? Hmmmmmm…….
See the evaluation in order to see how you will be marked. In a formal debate, ALL
students MUST participate in some facet (EVERY TEAM MEMBER MUST SPEAK AT
LEAST ONCE IN ORDER TO GET MARKED). In your groups, brainstorm your major
arguments and counter-arguments. Formal debate procedures must be followed and
points will be deducted on students who fail to follow them. There must be a certain
decorum and etiquette that must be followed and abided by all participants. Appoint
an individual who will lead off with an opening statement as well as someone to do
your closing statement. The chairman of the Town Hall (teacher) will facilitate the
debate and will recognize only those individuals who follow proper protocol in order to
speak.
CHA3U (Gr.11 University American History) – The Road To Revolution: The Taxation
Issue and other Oppressive Acts Town Hall Debate Evaluation Rubric (COM/KU)
Name: ______________________________________________
BRITISH (FOR)/AMERICAN COLONIES (AGAINST)
# of Contributions to Debate: _______________________
Assessment
Criteria
Knowledge and
Understanding
-
-
-
Level 1
(5/10)
Level 2
(6/10)
Level 3
(7/10)
Level 4
(8/10)
Did not
meet
expectations
-limited
understanding of
issues and
concepts
-limited
supporting
research,
evidence, and
example
-some
understanding of
issues and
concepts
-some
supporting
research,
evidence, and
example
-considerable
understanding of
issues and
concepts
-moderate
supporting
research,
evidence, and
example
-thorough
understanding of
issues and
concepts
-thorough
supporting
research,
evidence, and
example
understanding of
issues and
concepts
involved
factual
knowledge
Evidence of
research
Communication
-
Level 0
(-5)
delivery: speech
and language
delivery:
fluency, impact
on audience
formal debate
procedures
followed
Mark
/10
Did not
meet
expectations
-speaks with
limited
effectiveness;
may be difficult
to hear and
understand
-presentation
shows limited
polish, does not
engage audience
-speaks with
some
effectiveness
-presentation
shows some
polish, and
attempts
engage audience
-speaks with
considerable
effectiveness
-presentation
shows
considerable
polish, and
attempts to
engage audience
-speaks with a
high degree of
effectiveness
-presentation
shows is highly
polished, and
engaging to the
audience
/10
CHA3U (Gr.11 University American History) – The Road To Revolution: The Taxation
Issue and other Oppressive Acts Town Hall Debate Evaluation Rubric (COM/KU)
Name: ______________________________________________
BRITISH (FOR)/AMERICAN COLONIES (AGAINST)
# of Contributions to Debate: _______________________
Assessment
Criteria
Knowledge and
Understanding
-
-
-
Level 1
(5/10)
Level 2
(6/10)
Level 3
(7/10)
Level 4
(8/10)
Did not
meet
expectations
-limited
understanding of
issues and
concepts
-limited
supporting
research,
evidence, and
example
-some
understanding of
issues and
concepts
-some
supporting
research,
evidence, and
example
-considerable
understanding of
issues and
concepts
-moderate
supporting
research,
evidence, and
example
-thorough
understanding of
issues and
concepts
-thorough
supporting
research,
evidence, and
example
understanding of
issues and
concepts
involved
factual
knowledge
Evidence of
research
Communication
-
Level 0
(-5)
delivery: speech
and language
delivery:
fluency, impact
on audience
formal debate
procedures
followed
Mark
/10
Did not
meet
expectations
-speaks with
limited
effectiveness;
may be difficult
to hear and
understand
-presentation
shows limited
polish, does not
engage audience
-speaks with
some
effectiveness
-presentation
shows some
polish, and
attempts
engage audience
-speaks with
considerable
effectiveness
-presentation
shows
considerable
polish, and
attempts to
engage audience
-speaks with a
high degree of
effectiveness
-presentation
shows is highly
polished, and
engaging to the
audience
/10