CHA3U (Gr.11 University American History) – The American Civil War: A
Nation Dividied Debate Assignment Description (COM/KU)
In the spring of 1861, decades of simmering tensions between the northern and southern United States
over issues including states’ rights versus federal authority, westward expansion and slavery exploded
into the American Civil War (1861-65). The election of the anti-slavery Republican Abraham Lincoln as
president in 1860 caused seven southern states to secede from the Union to form the Confederate States of
America; four more joined them after the first shots of the Civil War were fired. Four years of brutal conflict
were marked by historic battles at Bull Run (Manassas), Antietam, Chancellorsville, Gettysburg and
Vicksburg, among others. The War Between the States, as the Civil War was also known, pitted neighbor
against neighbor and in some cases, brother against brother. By the time it ended in Confederate
surrender in 1865, the Civil War proved to be the costliest war ever fought on American soil, with some
620,000 of 2.4 million soldiers killed, millions more injured and the population and territory of the South
devastated. (history.com)
Your Task…
It is sometime in the early 1860s and the country is on the brink of civil war. The class will be divided into
two main groups, 1) The North (Union – AGAINST SECESSION) and 2) The South (Confederacy – in
FAVOUR of SECESSION). In your groups, brainstorm reasons for whether or not the South were justified in
seceding from the Union. 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 whether or not the American Civil
War is avoidable or a foregone conclusion that is destined to happen. You can assume that the War is still
on or is about to begin and its outcome has not yet been determined. Try to examine the issue from
different perspectives, and attempt to present a variety of different arguments: economically, militarily,
politically, socially, psychologically, spiritually, ethically, etc….
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 American Civil War: A
Nation Divided Debate Assignment Description (COM/KU)
Name: ______________________________________________
SOUTH (FOR SECESSION)/NORTH (AGAINST SECESSION)
# of Contributions to Debate: _______________________
Assessment
Criteria
Knowledge and
Understanding
- understanding of issues
and concepts involved
- factual knowledge
- Evidence of research
Communication
- delivery: speech and
language
- delivery: fluency,
impact on audience
- formal debate
procedures followed
Level 0
(-5)
Did not
meet
expectations
Did not
meet
expectations
Level 1
(5/10)
Level 2
(6/10)
Level 3
(7/10)
Level 4
(8/10)
-limited
understanding
of issues and
concepts
-limited
supporting
research,
evidence, and
example
-speaks with
limited
effectiveness;
may be
difficult to hear
and
understand
-presentation
shows limited
polish, does
not engage
audience
-some
understanding
of issues and
concepts
-some
supporting
research,
evidence, and
example
-speaks with
Some
effectiveness
-presentation
shows some
polish, and
attempts
engage
audience
-considerable
understanding
of issues and
concepts
-moderate
supporting
research,
evidence, and
example
-speaks with
considerable
effectiveness
-presentation
shows
considerable
polish, and
attempts to
engage
audience
-thorough
understanding
of issues and
concepts
-thorough
supporting
research,
evidence, and
example
-speaks with a
high degree of
effectiveness
-presentation
shows is highly
polished, and
engaging to
the audience
Mark
/10
/10
CHA3U (Gr.11 University American History) – The American Civil War: A
Nation Divided Debate Assignment Description (COM/KU)
Name: ______________________________________________
SOUTH (FOR SECESSION)/NORTH (AGAINST SECESSION)
# of Contributions to Debate: _______________________
Assessment
Criteria
Knowledge and
Understanding
- understanding of issues
and concepts involved
- factual knowledge
- Evidence of research
Communication
- delivery: speech and
language
- delivery: fluency,
impact on audience
- formal debate
procedures followed
Level 0
(-5)
Did not
meet
expectations
Did not
meet
expectations
Level 1
(5/10)
Level 2
(6/10)
Level 3
(7/10)
Level 4
(8/10)
-limited
understanding
of issues and
concepts
-limited
supporting
research,
evidence, and
example
-speaks with
limited
effectiveness;
may be
difficult to hear
and
understand
-presentation
shows limited
polish, does
not engage
audience
-some
understanding
of issues and
concepts
-some
supporting
research,
evidence, and
example
-speaks with
Some
effectiveness
-presentation
shows some
polish, and
attempts
engage
audience
-considerable
understanding
of issues and
concepts
-moderate
supporting
research,
evidence, and
example
-speaks with
considerable
effectiveness
-presentation
shows
considerable
polish, and
attempts to
engage
audience
-thorough
understanding
of issues and
concepts
-thorough
supporting
research,
evidence, and
example
-speaks with a
high degree of
effectiveness
-presentation
shows is highly
polished, and
engaging to
the audience
Mark
/10
/10