DEBATE
RUBRIC
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL 1
Knowledge &
Understanding
-student provides
exceptionally
detailed and
historically
accurate
information in
opening / closing
statement and in
main argument
-student provides
proficient details
and historically
accurate
information in
opening / closing
and in main
argument
- student
provides
adequate
information that
is accurate but
needs more
details in
opening / closing
and argument
- skilfully draws
connections by
using more than
two pieces of
evidence
(visually) that
overwhelmingly
supports
argument
- clear and
thorough
preparation for
opponents points
with exceptional
rebuttals
- student
exceptionally
expresses ideas
clearly and
concisely to
audience in
confident manner
- student skilfully
varies pitch, tone,
uses humour and
appropriate
language to
convince
audience
- student submits
an exceptional
fact sheet that is
detailed, concise,
and well
organized
- makes
connections by
using two pieces
of evidence
(visually) that
effectively
supports
argument
- student has
prepared for
points by
opponent and
responds
proficiently
- student
presents some
evidence
(visually) to
support
arguments and
conclusions
- adequate
preparation for
opponents’
arguments but
needs stronger
rebuttals
-student
provides few
details or
inaccurate or
irrelevant
information in
opening /
closing
statements and
arguments
- student offers
little to no
evidence to
support
argument
- student seems
totally
unprepared for
opponents’
points and make
few rebuttals
- student speaks
clearly and
confidently to
audience
- student uses
appropriate
language,
volume, tone and
humour to
convince
audience
- student needs
to speak more
clearly and
confidently
- adequate use of
language,
volume, tone to
convince
audience
- often hard to
hear student or
student seem
lost or confused
-student needs
to used volume,
tone to be more
convincing
- student submits
a complete fact
sheet that is clear
and well
organized
- student submits
fact sheet that is
complete but
could be more
detailed and
concise
-student
submits a fact
sheet that is
missing
information,
details and
clarity
-historical
accuracy
Thinking &
Inquiry
-connecting
evidence
-rebuttals
Knowledge &
Understanding
-clarity of
ideas
-delivery
Thinking &
Inquiry
-fact sheet
Comments
TOTAL
/60
Marks
/15
/15
/15
/15
Culminating Activity: Great Debates
Perhaps the most interesting aspect of studying
history is how different conclusions can be drawn by
examining the same events. Being able to analyze data,
form an opinion on a controversial issue, and clearly
defend that interpretation with evidence is a vital skill.
Assignment: Students will research a controversial issue
concerning American History. Working in group, they will
organize their research in preparation to debate their
issue in front of the class.
 Students will debate in teams of marked as such.
Each group must prepare an opening OR closing
statement (one partner does opening; other partner
does closing)
 Each student must prepare ONE main argument for
debate
 Each group must have a minimum of THREE pieces of
evidence (quotes, statistics, speeches, pictures,
documents etc.) to be put on overhead acetate
transparency / visual aid during debate
Each group must submit a “Fact Sheet” (see handout
“Fact Sheet Outline”) on date of debate.
Potential Debate Topics:
1. Gay Marriage
2. Obama: A success?
3. The 2nd Amendment
4. Reparations
Helpful Hints
Definitions
 Depending on the topic question, key terms may
need to be defined (ie. “Justified”, “winner” etc.)
 Groups must come to a consensus on all terms that
need to be defined. This will avoid the use of
different definitions in the debate and keep the
question clear and concise.
Opening and Closing Statements
 Teams must decide who will present the opening and
closing statements. Although these are similar, there
are different components that should be emphasized
in the opening and closing statements.
Opening Statement
1) Introduction
-introduce team members
-introduce question
-state your side (thesis)
-give any necessary definitions
Closing Statement
1) Conclusion
-restate question and any
definitions
-restate thesis
2) Recap the Issue
2) Tell a story
-restate the major issue, impact,
-provide background information / effects and perspective of the
overview of the topic / issue
topic
(dates, key people, impact on
society)
3) Recap Arguments and Evidence
-give perspective to the side that
-restate the two main arguments
you are arguing that may appeal
-highlight all the major evidence
to the audience (“Imagine…”)
used to prove both arguments
-state effects of the issue on
history (social, political, economic, 4) Challenges
military)
-restate the major challenges to
oppositions arguments / evidence
3) State Arguments
5) Closing
-state the three main arguments
-restate thesis
that you will be presenting (name -end with a quote / statistics or
or categorize the arguments)
image
-offer some challenges / questions
to the opposition
-restate your thesis
Debating
 Always stand when speaking
 Stand as a team to show support of your partner
 Always include the source under all evidence (or use
footnotes)
 Organize your evidence so it is easy to read and
follow
 Name or categorize your argument
 Always make clear connections and provide analysis
and conclusions between your evidence, arguments
and your thesis
 face your opponents but also open yourself to the
audience (do not speak with your back to them)
 be confidence: eye contact, clear voice
 prepare and practice your opening / closing and
arguments (use all your time as most efficiently as
possible)
Format
 Opening Statement approx. (1 min each)
 3 Main Arguments followed by rebuttals approx. (2
min each)
 Open floor discussion (5mins)
 Closing Statement approx. (1 min each)
Great Debates: Fact Sheet
Each student must complete his/her own fact sheet and submit on date of debate!
NAME: ________________________________________
DATE:
__________________________
DEBATE QUESTION:
__________________________________________________________________
SIDE:
YES
Opening / Closing Statement (see instructions):
NO
MAIN
ARGUMENT
EVIDENCE
SOURCE Footnote
EVIDENCE
SOURCE Footnote
EVIDENCE
SOURCE Footnote
ARGUMENTS EXPECTED
OPPONENTS TO MAKE
PLANNED REBUTTLES
BIBLIOGRAPHY (proper format please!) Citation Builder
Opening and Closing Statements
Teams must decide who will present the opening and closing
statements. Although these are similar, there are different components
that should be emphasized in the opening and closing statements.
Opening Statement
1) Introduction
-introduce team members
-introduce question
-state your side (thesis)
-give any necessary definitions
Closing Statement
1) Conclusion
-restate question and any
definitions
-restate thesis
2) Recap the Issue
2) Tell a story
-restate the major issue, impact,
-provide background information / effects and perspective of the
overview of the topic / issue
topic
(dates, key people, impact on
society)
3) Recap Arguments and
-give perspective to the side that
Evidence
you are arguing that may appeal to -restate the two main arguments
the audience (“Imagine…”)
-highlight all the major evidence
-state effects of the issue on
used to prove both arguments
history (social, political,
economic, military)
4) Challenges
-restate the major challenges to
3) State Arguments
oppositions arguments / evidence
-state the two main arguments that
your partner and yourself will be
5) Closing
presenting (name or categorize
-restate thesis
the arguments)
-end with a quote / statistics or
-offer some challenges / questions image
to the opposition
-restate your thesis