DEBATE TEAM
CHECKLIST
Name __________________________Constitutional Issue __________________________
Instructions
Use the checklist below to ensure you have completed the steps of the Debate Team
Project. Physically check off the task boxes once you have completed them. Your
Debate Team packet must be turned in the day after your team conducts the debate.
Failure to do so will result in a reduced grade.
Checklist

I have read the Debate Team Rubric and understand what is required for
success.

Our debate team has chosen a constitutional issue and has assigned each member a
speech for the debate.

I have thoroughly researched the topic and collected credible evidence in
support of my position.

I have completed and turned in the Annotated Bibliography.
Due_______________.

I have assessed my debate performance using the Rubric: Self Assessment.

I have completed the confidential Peer Evaluation.

I have
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


stapled my Debate Team packet in the following order:
Page 1: Checklist
Page 2: Revised Annotated Bibliography
Page 3: Completed Rubric: Self Assessment
Page 4: Confidential Peer Evaluation
*Notice that the tasks in the Workbook do not need to be submitted with the packet.
DEBATE TEAM
RUBRIC: SELF ASSESSMENT
Criteria
Analysis &
Overall
Argument
Above Standard (4)
At Standard (3)
Explanation of
Ideas and
Information
Total Score:
________
Presents argument
somewhat clearly.
Presents argument
somewhat unclearly.
Argument lacks logic and is
unclear.
Gives supporting evidence
for all points made.
Some supporting evidence
is provided.
Uses at least one
supporting piece of
evidence.
Argument lacks supporting
evidence.
Evaluates and makes
inferences regarding the
interaction between
individual rights and the
common good.
Evaluates the interaction
between individual rights
and the common good.
Considers the interaction
between individual rights
and the common good.
There is no evidence
regarding the interaction
between individual rights
and the common good.
Does an exceptional job
presenting information,
arguments, ideas, or
findings clearly, concisely,
and logically.
Presents information,
arguments, ideas, or
findings clearly, concisely,
and logically.
Presents information,
arguments, ideas, or
findings in ways that are
not always clear, concise,
or logical.
Does not present
information, arguments,
ideas, or findings clearly,
concisely, or logically.
Argument is well supported
with robust, relevant, and
interesting evidence.
The line of reasoning is
logical, easy to follow, well
crafted, and uses
information that is
appropriate for the purpose
and audience.
Argument is well
supported.
The line of reasoning is
logical and easy to follow
and uses information that
is appropriate for the
purpose and audience.
Clearly and completely
addresses alternative or
opposing perspectives.
Clearly and completely
addresses relevant
alternative or opposing
perspectives.
Content and
Key Ideas
Total/CBA
Score:
________
Below Standard (1)
Presents argument
extremely clearly.
Total Score:
________
CBA Score:
________
Approaching Standard (2)
Argument is supported by
only some robust evidence.
The line of reasoning is
sometimes difficult to
follow.
Uses information that is
only sometimes in line
with the overall purpose.
Attempts to consider and
address opposing or
alternative perspectives
but does not do so clearly
or concisely.
Evidence includes an
analysis of how the
Constitution promotes two
or more specific ideals or
principles logically
connected to the issue.
Evidence includes an
analysis of how the
Constitution promotes one
specific ideal or principle
logically connected to the
issue.
Evidence includes a
detailed evaluation of how
well a court case OR a
government policy upholds
a constitutional principle
related to the issue, and
includes a discussion of
competing viewpoints
related to the case or
policy.
The evidence includes
an evaluation of how well
a court case OR a
government policy upheld
a constitutional principle
related to the issue.
Provides reason(s) for the
position supported by
evidence.
The evidence includes a
reference to the
Constitution without an
analysis of how the
Constitution logically
connects to the issue.
The evidence includes a
description of a court case
or a government policy
without an evaluation of
how it upheld
constitutional principles
related to the issue.
Argument lacks robust
supporting evidence.
It’s difficult to follow the
line of reasoning.
Uses information that is
not in line with the overall
purpose.
Does not consider opposing
or alternative
perspectives.
The evidence includes a
reference to the
Constitution that is partial
or unclear.
The evidence include a
description of a court case
or a government policy
that is partial or unclear.
DEBATE TEAM
Rebuttal and
Closing
Statement
Total Score:
________
Makes an abundance of
logical points as rebuttals,
and all points are
supported with evidence.
Makes some logical points
as rebuttals, but doesn’t
support all points with
evidence.
Makes an abundance of
logical points against the
points of the other side.
Makes some logical
arguments against the
points the other side
made.
Is thorough and logical in
the explanation for why
their side has the strongest
argument.
CBA Score:
________
Sourcing
Total/CBA
Score:
________
Eyes, Body,
and Voice
Total Score:
________
No rebuttal offered.
Makes one or two points
against the points the
other side made, but the
logic is somewhat
questionable.
Does not explain why their
side has the strongest
argument.
Makes no arguments
against points the other
side made.
Explains why their side has
the strongest argument,
but the logic is flawed.
Presents a fair
interpretation and a
refutation of a position on
the issue that contrasts
with the student’s own.
Presents a fair
interpretation of a position
on the issue that contrasts
with the student’s own.
Presents a description of a
position(s) on the issue
with no evaluation.
Presents a description of
another position on the
issue that is partial or
unclear.
Makes explicit references in
the debate to four or more
credible sources that
provide relevant
information.
Makes explicit references
in the debate to three
credible sources that
provide relevant
information.
Makes explicit references
in the debate to two
credible sources that
provide relevant
information.
Makes explicit references
in the debate to one
credible source that
provides relevant
information.
Cites all sources used
within the annotated
bibliography, with no
inconsistencies in MLA
format.
Cites all sources used
within the annotated
bibliography, with few
inconsistencies in MLA
format.
Cites all sources used
within the annotated
bibliography, but with a
number of inconsistencies
in MLA format.
Cites sources used within
the annotated
bibliography, but with
considerable
inconsistencies in MLA
format.
Keeps eye contact with the
audience throughout.
Keeps eye contact with the
audience most of the
time—only glances at notes
or slides.
Makes infrequent eye
contact with the audience.
Does not look at the
audience or make eye
contact.
Shows exceptional poise
and confidence.
Speaks clearly and in an
engaging way that is
interesting to listen to.
Question and
Answer
Session
Explains why their side has
the strongest
Makes one or two points in
rebuttal, but the logic is
somewhat questionable or
not supported by
evidence.
Shows poise and
confidence.
Shows some poise (limited
fidgeting or nervousness).
Lacks poise (appears
nervous, fidgety, slouchy).
Speaks clearly and is easy
to understand.
Speaks clearly most of the
time, but may be difficult
to understand or hear at
times.
All questions were
answered effectively and
efficiently.
Most questions were
answered effectively and
efficiently.
Some questions were
answered effectively and
efficiently.
Some questions were
answered effectively and
efficiently, some were not
answered.
Team member contributed
95-100% of the time.
Team member contributed
80-95% of the time.
Team member contributed
70-80% of the time.
Team member contributed
50-70% of the time.
Speaks in a way that is
hard to understand.
Total Score:
________
Individual
Participation
Total Score:
________
Total Score: ____________ CBA Score: ______________
DEBATE TEAM
PEER EVALUATION
Assess each member of your group, including yourself, using the form below. Put your group
member’s names across the top including your own, and then rate each person in the
categories using the number system below. This evaluation is done confidentially; your peers
will not see the ratings you have given them. Be honest with yourself and in evaluating
others. Very few people—including yourself—are all 1s or all 10s.
Rating Scale:
Poor
Below average
Average
Above average
Superior
1-2
3-4
5-6
7-8
9-10
MEMBER’S NAMES
1. Attendance : At all group meetings
in and out of class time
2. Attitude : Open-minded, objective,
respected other’s ideas, positive,
didn’t complain
3. Contribution to the group’s task
functions: Provides or asks for
information and opinions, initiates
discussion, clarifies, summarizes,
evaluates, energizes, etc.
4. Contribution to the group’s
maintenance functions: Serves as
encourager, harmonizer, compromiser,
tension releaser, gatekeeper, standard
monitor, observer, follower, etc.
5. Contribution to effective and
efficient group process: Avoids selfcentered roles, follows the agenda,
respects and adapts to member traits
and differences, etc.
6. Readiness to contribute: Wellprepared
7. Willingness to contribute: Level of
commitment to group’s goal;
willingness to share, listen, adapt,
exercise responsibility, etc.
8. Ability to contribute:
Communication skills and technical
skills
9. Ability to deal with difficulties:
Apathy, deviant members, hidden
agendas, etc.
10. Overall Effectiveness
Your Name
Member Name
Member Name
Member Name