Marble Hill School for International Studies
Kirsten Larson, Principal
Wanda Dingman, Assistant Principal
Paul W. Parris, Assistant Principal
99 Terrace View Avenue, Bronx, NY 10463 • 718-561-0973
Name: _______________________________
Grade/Class: 11/12
Subject: Economics
Project Title: Minimum Wage Debate
Points: 100 (20% of your MP5 grade)
Teacher: Ms. Slater
Due Date: Friday 4/11/14
Project Description:
Students will hold small-group debates around the central question: Should the U.S. government raise the minimum
wage? To accomplish this task, students will read documents, determine their position, and create a statement using pointcounterpoint format.
Objectives:
 SWBAT read and analyze texts.
 SWBAT incorporate evidence into a well-supported argument.
 SWBAT demonstrate understanding of multiple perspectives in the debate surrounding the minimum wage.
 SWBAT utilize counter-arguments in their writing.
 SWBAT correctly quote and cite documents.
Common Core Standards Addressed:
11-12 R.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the
information.
11-12.R.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
11-12R.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
11-12 W.1 a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s)
and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Guidelines:
/30pts
/20pts
/40pts
Debaters
Task 1: Annotated Documents
Debate Facilitators
Task 1: Annotated Documents
Task 2: Debate Prep Sheets
a. Note-Taking Chart
b. Statement Draft
Task 3: Debate Performance
Based on observation by teacher and evidence from
the judge’s notes taken during the debate
*We are looking for signs of prepared statements
and active participation in rebuttals.
Task 2: Debate Prep Sheets
a. Note-Taking Chart
b. Questions List
Task 3: Debate Performance
Based on observation by teacher and evidence from
the facilitator’s notes taken during the debate
*We are looking for attentive listening, careful
note-taking, and relevant questions based on
evidence.
*Students must be present on the day of the debate to get
full credit for this task. If the absence is excused, the
student may make up this task by submitting a typed,
edited version of his/her argument supporting or opposing
the minimum wage.
/10pts
*Students must be present on the day of the debate to get
full credit for this task. If the absence is excused, the
student may make up this task by submitting a typed,
edited version of his/her argument supporting or opposing
the minimum wage.
Task 4: Reflection:
 What did you think about this small-group-style debate versus whole-class debates?
 What new discussion and debating skills did you learn?
 Can good arguments happen without good listening? Explain.
 What is your personal opinion on the minimum wage debate? Should the minimum wage be raised?
If so, to what level? Why or why not?
 Which evidence did you find the most persuasive? Why?
 Do you think you can take all of the documents at face value? Did you notice any bias? Can all of the
sources be trusted? Why or why not?