The Great Debate
Intro: This project is based on the battery activity we did in class. In the battery activity, you
were given two sets of data and asked to compare and contrast them. In the end, you had to argue
that one was better than the other. In this project, you will be asked to create your own debate.
First, you will pick a partner to work with and then you will be paired with another group in the class.
You and your partner will be ‘arguing’ against the pair you are assigned to. As a group of four, you
must pick a topic to debate (ex. which baseball team is better: the Yankees or the Red Sox – but
pick a topic that is worthy of debating) and then each pair will go off on their own to represent their
side of the debate. You will need to pick a subject that can easily be researched and one that
statistics exist for. *Check your topic with me before you start.* As a pair of 4, you will need to
agree upon a minimum of 2 websites or sources and 1 graph you will all use. That way you are
‘spinning’ the same data to prove your point.
Each group will get a chance to debate their topic for the class (we will determine your specific
‘audience’ when I approve your topic). Each pair will need to create a visual using both numbers and
visuals to help your side win the debate. Don’t forget to provide a work cited page.
This is a TEST grade.
*This rubric must be handed in with each assignment to receive full credit*
Your name _______________________ Partner’s name ______________________
Group members’ names ___________________________________________________
Topic (and side) ________________________________________________________
Note: All grades are individual and all requirements are for each pair (not each group)
Strands
Advanced
(5)
Exceeds
Expectations
(4)
Meets
Expectations
(3)
Needs
Improvement
(2)
Insufficient
(1)
Presentations (Visual) (20pts)

Creativity in
expression

Technical proficiency
--Uses diverse
modes of
expression to relate
content.
--Technical
proficiency is
masterful.
--Uses multiple
modes of
expression to relate
content.
--Technical
proficiency is
approaching
mastery.
--Uses a clear
mode of
expression to relate
content.
--Technical
proficiency is
adequate.
--Uses a mode of
expression to
attempt to relate
content.
--Technical
proficiency is
lacking.
--Unable to
demonstrate
technical
proficiency
Presentation (Oral) (20pts)

Organization

Development of ideas

Purpose

Audience awareness

Non-verbal skills
(body language, visual
aids, volume, apparel,
etc.)
-Clear purpose.
-Innovative
development of
specific examples
and organizational
structure clearly
and effectively
support the
purpose.
-Mastery of
language and
communication
strategies for a
variety of
audiences.
-Mastery of nonverbal skills.
-Clear purpose.
-Strong
development of
specific examples
and effective
organizational
structure that
support the
purpose.
-Effective use of
language and
communication
strategies
appropriate to
audience.
-Effective use of
non-verbal skills.
-Identifiable
purpose.
-Adequate
development of
specific examples
and organizational
structure that
support the
purpose.
-Adequate use of
language and
communication
strategies
appropriate to
audience.
-Adequate use of
non-verbal skills.
-Unclear purpose.
-Weak
development of
specific examples.
-Weak
organizational
structure.
-Inappropriate use
of language and
communication
strategies for an
audience.
-Weak use of nonverbal skills.
Poor
understanding
of mechanics,
purpose,
development,
organization,
audience, and
non-verbal
skills.
Use of Data in Debate (Evaluate
and Draw Logical Conclusions)
(30pts)

Evidence to draw
conclusions

Ramifications of
conclusions and
alternatives
--Conclusions
demonstrate a
thorough and
insightful synthesis
of the evidence.
--Thoroughly
evaluates
reasonable
alternatives and
possible
consequences.
--Conclusions
demonstrate a
thorough synthesis
of the evidence.
--Evaluates
reasonable
alternatives and
possible
consequences.
--Conclusions
demonstrate
synthesis of the
evidence.
--Evaluates some
alternatives and
consequences.
--Conclusions
demonstrate
limited synthesis
of the evidence.
--Evaluates
minimal
understanding of
consequences.
--Unable to
show how
available
information
was used to
support any
conclusions.
--Unable to
provide any
possible
consequences.
Preparation (Execution) (15pts)

Fulfilling task
parameters (2 shared
sources and 1 shared
graph)

Timeliness

Organization
Innovatively
completes all task
parameters in a
timely and
organized manner.
Completes all task
parameters in a
timely and
organized manner.
Completes most
task parameters in
a timely and
adequately
organized manner.
Completes some
task parameters in
a timely and
minimally
organized manner.
Task not
completed
according to
parameters.
Implement Appropriate
Strategies (5pts)

Research skills
--Effectively
locates information
from conventional
and unique
sources.
--Consistently
locates information
from conventional
and unique
sources.
--Locates
information from a
variety of sources.
--Locates some
information from
limited sources.
--Unable to
locate and
evaluate
information.
.
Safe & Responsible Usage
(10pts)

Ethical use

Appropriateness
-Consistently and
correctly cites
sources
-Follows the
school’s
“Acceptable Use
Policy”
-Consistently and
correctly cites
sources
-Follows the
school’s
“Acceptable Use
Policy”
-Consistently cites
sources
-Follows the
school’s
“Acceptable Use
Policy”
-Inconsistently
cites sources
-Sometimes
follows the
school’s
“Acceptable Use
Policy”
-Rarely cites
sources
-Does not
follow the
school’s
“Acceptable
Use Policy”
-5 points if you do NOT hand in Rubric with project ON TIME. No late work will be accepted
Total:
Great Debate Follow-Up
2-Page Reflection: This should be typed (double spaced) and include how you feel your debate went.
Which side was more convincing, what did that side do, what could you have done to make your
argument stronger (even if you won). What did you get out of this project? Also, include anything
that another group did that you felt was particularly helpful or even something that you really didn’t
like. Remember, reflecting is not just about making statements. Instead, it’s about your ability to
think back and reflect on both your work and the work of others.
This is a QUIZ grade.
Great Debate Follow-Up
2-Page Reflection: This should be typed (double spaced) and include how you feel your debate went.
Which side was more convincing, what did that side do, what could you have done to make your
argument stronger (even if you won). What did you get out of this project? Also, include anything
that another group did that you felt was particularly helpful or even something that you really didn’t
like. Remember, reflecting is not just about making statements. Instead, it’s about your ability to
think back and reflect on both your work and the work of others.
This is a QUIZ grade.
Rubric:
Points you earned
(out of 50)
Who Won?: 0-12 points (self-assessment, incorporates feedback)
 State which side won the debate (based on class opinion and your own.)
 Back up your decision with the reasoning behind it.
 Draw on specifics from the debate to support your decision of who won.
Reflection on Preparation: 0-16 points (self-assessment, incorporates feedback, timeline, preparation, securing of
resources, equitable collaboration, self-monitoring)
 Reflect on your preparation for the debate.
 Did you and your partner use your time efficiently?
 Do you feel you work well with others? Explain
 What more you could have done to prepare for this debate?
Reflection on Presentation (Poster and Debate): 0-16 points (self-assessment, fulfilling task
parameters, presentation)
 Reflect on your own presentation and finished work.
 What did you like about the way you presented the data?
 What could you have improved on?
 How do you think your work compared to that of your peers?
Project Reflection: 0-6 points (self-assessment)
 Did this project enhance your understanding of statistics?
 Do you feel that projects are a good/fair way to assess your understanding of
the material?
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Rubric:
Points you earned
(out of 50)
Who Won?: 0-12 points (self-assessment, incorporates feedback)
 State which side won the debate (based on class opinion and your own.)
 Back up your decision with the reasoning behind it.
 Draw on specifics from the debate to support your decision of who won.
Reflection on Preparation: 0-16 points (self-assessment, incorporates feedback, timeline, preparation, securing of
resources, equitable collaboration, self-monitoring)
 Reflect on your preparation for the debate.
 Did you and your partner use your time efficiently?
 Do you feel you work well with others? Explain
 What more you could have done to prepare for this debate?
Reflection on Presentation (Poster and Debate): 0-16 points (self-assessment, fulfilling task
parameters, presentation)
 Reflect on your own presentation and finished work.
 What did you like about the way you presented the data?
 What could you have improved on?
 How do you think your work compared to that of your peers?
Project Reflection: 0-6 points (self-assessment)
 Did this project enhance your understanding of statistics?
 Do you feel that projects are a good/fair way to assess your understanding of
the material?