Humanities Grade 9 Assessment Ruth Clarke 2015
Grade 9 World War One Debate Assessment
Germany was responsible for the start of the Great War in 1914.
Your Task
 In groups of 3 debate the resolution above
 Write a speech after the debate to answer the question
 Create a reference list in APA.
You will be graded on criteria A and D – see rubric below.
Steps to success:
1. In your group decide who will be pro, con and judge.
2. In large groups of all the pros or cons discuss the key arguments that you will
make in the debate. Judges must discuss the key points for both the pros and
the cons.
3. Now conduct some more detailed research to find specific evidence to
support your points. Complete the debate research planner (Judges need to
complete two – one for each side).
4. Complete the template for the 2 minute introductory speech - Judges do not
need to do this.
5. Write the final 4 minute main speech by creating notecards - Judges do not
need to do this.
6. Practice your speech before the day of the debate - Judges do not need to do
this.
7. Conduct the debate in class.
8. Follow up the debate by writing a new ‘final’ version of your 4 minute
speech using the information, knowledge and arguments gained in the
debate. Judges may choose whether to write a ‘pro’ or a ‘con’ speech.
9. Hand the final speech in with the reference list in APA.
Humanities Grade 9 Assessment Ruth Clarke 2015
0
Criterion A
Knowledge and Understanding
The student does not reach a standard
described by any of the descriptors
below.
12
The student:
34
The student:
56
The student:
ii. demonstrates basic knowledge and
understanding of content and concepts
with minimal descriptions and/or
examples.
ii. demonstrates adequate knowledge and
understanding of content and concepts
through satisfactory descriptions,
explanations and examples.
ii. demonstrates substantial knowledge
and understanding of content and
concepts through accurate descriptions,
explanations and examples.
Criterion D
Critical Thinking
The student does not reach
a standard described by
any of the descriptors
below.
Basic knowledge of the
causes of the first world
war is shown.
Long term and short term
causes are described with
limited connections.
Few accurate examples are
used to support the points
made.
Factual material is
minimal.
Adequate knowledge of the
causes of the first world
war is shown.
Long term and short term
causes are understood and
in some cases connected
together.
Some accurate examples
are used to support the
points made.
Factual material is
satisfactory.
Substantial knowledge of
the causes of the first world
war is shown.
Long term and short term
causes are understood and
in most cases connected
together.
Many accurate examples
The student:
ii. summarizes
information to a limited
extent to make arguments
The student:
ii. summarizes
information to make
arguments
The student:
ii. synthesizes information
to make valid arguments
Humanities Grade 9 Assessment Ruth Clarke 2015
78
The student:
ii. demonstrates detailed knowledge and
understanding of content and concepts
through thorough, accurate descriptions,
explanations and examples.
are used to support the
points made.
Factual material is mostly
accurate.
Detailed knowledge of the
causes of the first world
war is shown.
Long term and short term
causes are understood and
connected together.
A wide range of accurate
examples is used to support
the points made.
Factual material is
accurate.
The student:
ii. synthesizes information
to make valid, wellsupported arguments