1920s-1930s Debate
The 1920s and 30s saw its share of controversial issues. It was the era of prohibition, the red scare, and
New Deals for the American people. The twenties started with a boom and ended in despair, a despair
that would last for a decade to come. You and your group (5-6 people) will be researching a
controversial issue or court case from this time era. You will be presenting the facts on both sides of the
issue to the class. In addition you will need to present tangible (something they can see) evidence to
your audience. You will be judged on how you argue and how your information is conveyed to your
audience. You will need to divide your group into two sides; you may want to include a judge who can
stop the proceedings to discuss the important implications of what each side is saying and address any
questions to or from the audience. You will have 15-20minutes to conduct your debate. Remember,
your ultimate goal is to teach your classmates about your topic!
Task:
1. Select your topic to research and debate
2. Divide up the tasks amongst your group
3. Research each side of the topic and complete the research organizer
4. Create an introduction argument 3 main arguments and a closing argument for each side (this must
be typed 12 Times New Roman font).
5. Prepare rebuttal statements for the arguments of the opposing side
6. Review both sides of the topic with your group so that you can prepare questions for your audience.
Also, explain aspects of your argument to your audience. Remember, they most likely do not know much
about your topic! You are trying to educate them so take it slow and pause from time to time.
7. Decide the outline for the debate
To be turned in (typed Times New Roman 12 font) :
1. Outline of the debate
2. Scripted arguments with in-text citations
3. Supporting evidence
4 Works Cited
Category
5
4
3
1
Understanding of
Topic
Student clearly understood
topic in-depth and presented
all major arguments for side
forcefully & convincingly.
Student clearly
understood topic in-depth
and presented most major
arguments for side with
ease.
Most information
presented in the debate
was clear, accurate, and
thorough
Student had understanding
of topic and presented
some of the main
arguments with ease.
Student's understanding
of topic was limited.
Every major point was well
supported with several
relevant facts, statistics,
and/or examples.
Student makes their main
points and supports them
with evidence in a
written script.
Every major point was
supported with a relevant
fact, statistic, and/or
example.
Student makes their main
points and supports them
with evidence in a written
script.
Most points supported with
relevant facts, statistics,
and/or examples.
Students have tangible
evidence they present to the
class
All arguments were clearly
tied to an idea and
organized in a logical
fashion.
Students have tangible
evidence they present to
the class.
Most arguments were
clearly tied to an idea and
organized in a logical
fashion.
Asked relevant questions
and wove other sides
presentation into rebuttal
Listened to what other
side said and asked a few
relevant questions.
All counter arguments were
accurate, relevant, and
strong.
Student consistently used
gestures, eye contact, tone
of voice, and a level of
enthusiasm in a way that
kept the attention of the
audience.
Listens intently. Actively
participates outside of
assigned topic. Does not
make distracting noises or
movements. Respects other
participants and does not
interrupt.
There are no mechanic,
usage, or grammar issues
within student writing.
Writing is clear and concise.
Most counter arguments
were accurate, relevant
and strong.
Student usually used
gestures, eye contact,
tone of voice, and a level
of enthusiasm in a way
that kept the attention of
the audience.
Listens intently and
participates outside of
assigned topic but
noises, movements, and
interruptions distract
from other debates once
or twice.
Student has 1-5
mechanic, usage, or
grammar issues. Writing
is clear and
understandable.
All borrowed graphics,
photographs, artifacts,
documents, and information
are correctly listed on a
Works page. All works are
from a credible source.
Borrowed graphics,
photographs, artifacts,
documents, and
information are listed on
a Works page with slight
errors. Most works are
from a credible source.
______ X 3
Debate “script”/
Information
______ X 4
Use of
Facts/Statistics
______ X 2
Organization
______ X 2
Rebuttal
______ X 2
Presentation Style
______ X 2
Research Organizer
______ X 2
Mechanics/Usage/
Grammar
______ X 2
Documentation
_______ X 2
Total:
All information presented in
the debate was clear,
accurate, and thorough,
Student makes their main
points and supports them
with evidence in a written
script.
Information presented was
clear but not relevant to
argument or developed
enough to support.
Student did not present
major arguments for side.
Information had several
inaccuracies.
Information was not
clear.
Student does not turn in a
script.
Few facts, statistics,
and/or examples used to
support arguments.
Relevance questionable.
Little to no tangible
evidence.
No tangible evidence.
All arguments were tied to
an idea, but the
organization was
sometimes not clear or
logical.
Went with prepared
rebuttal.
Arguments were not
clearly tied to an idea.
Most counter arguments
were accurate and relevant
but several were weak.
Counter-arguments were
not accurate and/or
relevant.
Student sometimes used
gestures, eye contact, tone
of voice, and a level of
enthusiasm in a way that
kept the attention of the
audience.
Sometimes does not appear
to be listening but is not
distracting. Participates
little outside of assigned
topic.
Student had a
presentation style that
didn’t effectively keep
the attention of the
audience.
Student has 6-10 MUG
issues.
Writing is adequate.
Significant MUG issues.
Borrowed graphics,
photographs, artifacts,
documents, and
information are listed on a
Works Cited page with
several errors. Only some
works are from a credible
source
Works page does not
include all items OR
student fails to
adequately utilize
credible sources for
information.
No questions asked and
no rebuttal offered.
Participates in other
debates sporadically,
otherwise, does not
appear to be listening and
often has distracting
noises and movements.
Writing is difficult to
understand.
No Works Cited page =
“0”