The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Ohio Standards
Connections:
History
Benchmark A
Explain patterns of
historical continuity and
change by challenging
arguments of historical
inevitability.
Lesson Summary:
This lesson is as an extension of the study of the rights
guaranteed by the Bill of Rights and focuses on the
protection against cruel and unusual punishment in the
Eighth Amendment as it relates to the death penalty. Prior
to formulating a position on the issue, students will research
and become informed about the death penalty and its
history before the Supreme Court.
Estimated Duration: Seven hours and 30 minutes
Indicator 2
Trace key Supreme Court
decisions related to a
provision of the
Constitution (e.g., cases
related to reapportionment
of legislative districts, free
speech or separation of
church and state).
Citizenship Rights and
Responsibilities
Benchmark B
Explain how the exercise
of a citizen’s rights and
responsibilities helps to
strengthen a democracy.
Indicator 5
Explain the meaning and
importance of each of the
rights guaranteed under the
Bill of Rights and how they
are secured through:
a. Legislation;
b. The role of the
judiciary in upholding
rights;
c. The role of citizens
exercising their rights.
Commentary:
This lesson was submitted by Donna Marscio, government
teacher at Trumbull Career and Technical Center, as part of
a pilot program. She uses this lesson to engage her students
in the process of researching and thinking critically about a
public policy issue and its constitutionality. As part of their
investigation, some students have interviewed death row
inmates and toured prison facilities. While this lesson
utilizes the topic of the death penalty to encourage students
to develop a position on a public policy issue, it could be
adjusted for students to study a different issue.
Pre-Assessment:
1. Have students complete a journal entry listing everything
they know about the death penalty.
2. Discuss the students’ journal entries as a class. Record
answers on a chalk, white or SMART board. Collect
student journals for further review of previous knowledge.
Scoring Guidelines:
Completion of the journal entry and participation in the class
discussion will indicate student familiarity with the topic.
Post-Assessment:
1. Based on the instructions in Attachment I, have students
choose a format for and complete a paper in which they
take a position on the death penalty, highlighting three
arguments in support of their position.
2. Have students choose a format for a visual presentation
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Social Studies Skills and
Methods
Benchmark A
Obtain and evaluate
information from public
records and other resources
related to a public policy
issue.
Indicator 1
Identify a current public
policy issue and arguments
relative to the issue.
Benchmark B
Critique data and
information to determine
the adequacy of support for
conclusions.
Indicator 5
Choose a position on an
issue and develop a
rationale for that position.
demonstrating their position on the death penalty. The
visual may be a rally poster, public service poster or a
collage. Have students follow the directions in
Attachment K.
Scoring Guidelines:
See Attachment L, Grading Rubric.
Instructional Procedures:
Day One
1. Distribute all of the Attachments and a manila folder for
students to maintain their projects and provide a brief
overview of the project.
2. Instruct students to open their journals. Write the
following statement on the board or overhead: List
everything you know about the death penalty; include
history, constitutionality, facts, etc. Allow students 10
minutes to answer this statement.
3. Add the following statement to the board or overhead:
What questions do you have about the death penalty?
Where could you find this information? Allow time for
students to respond in their journals.
4. Discuss as a class what students know and want to know
about the death penalty and how they could find out.
5. Collect student journals for review.
Day Two
Instructional Tip: Days two through five involve student
use of the Internet to complete assignments. Prior to
students’ Internet research, lead a discussion with students
about detecting bias in Web sites and determining which
sites are reliable.
6. Return student journals.
7. Have students use the Internet to research the following
statement and questions and record their findings in their
journals:
• Briefly research and describe the qualifications for
jurors to serve on a capital case.
• Do you think “a jury of your peers” should decide
the fate of an accused person? Why or why not?
• Would you feel comfortable serving on a jury in a
capital case? Why or why not?
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
8. Assign Attachment C, Scavenger Hunt, and Attachment D, Statistics Questionnaire.
Monitor student progress during class time.
9. As a class, discuss today’s journal entry, Attachment C, Scavenger Hunt, and Attachment
D, Statistics Questionnaire.
10. Assign the following journal entry topic for homework: Discuss your impressions of the
trends you noted during your research of the statistical information.
Day Three
11. Collect student journals.
12. Have students begin working on Attachment E, Constitutionality of, and Limitations on,
the Death Penalty. Monitor student progress during class time. If students do not finish
Attachment E during class time, assign it as homework.
Day Four
13. Return student journals.
14. Have students complete Attachment F, Methods of Execution, and Attachment G, Stages
in a Capital Case.
15. Write on the board or overhead Amendment VIII of the US Constitution: Excessive bail
shall not be required, nor excessive fines imposed, nor cruel and unusual punishment
inflicted.
16. Allow students time to reflect in their journals as to whether they think the death penalty
violates the Eighth Amendment. Ask students if they consider some methods more or less
cruel.
17. Collect student journals for review.
Day Five
18. Lead students in a discussion about the four main arguments for and against the death
penalty. Instruct students to take notes on Attachment H, Arguments For and Against the
Death Penalty. Allow class time for students to summarize the pro and con arguments.
Days Six Through Ten
19. Discuss Attachment I, Death Penalty Position Instructions, Attachment K, Death Penalty
Poster or Collage Instructions, and Attachment L, Grading Rubric.
20. Using an overhead of a blank outline, show students how they may choose to lay out their
paper or speech. Review Attachment J, Death Penalty Position Outline, with students.
21. Have students refer to Attachment C, Scavenger Hunt, for a list of resources that will
support their position on the death penalty. Students should work independently on
writing the outline, rough draft and final draft of the letter or speech. Allow class time for
students to work on their position paper and visual project. This might include peer
editing, word processing and use of art materials.
22. Collect the student work, including the folders with all of their notes, and their journals.
23. If possible, provide a forum for students to share their work.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
• Limit the number of arguments students are required to use in their speech or letter.
• Assign students to do either the writing or the visual assignment.
• Provide students with reading materials that are appropriate to their reading level.
Homework Options and Home Connections:
• Have students monitor news sources for current death penalty cases to share and discuss
in class.
• Have students research the views of political leaders throughout history on the
constitutionality of the death penalty.
Interdisciplinary Connections:
English Language Arts
Writing Applications
Benchmark E: Use a range of strategies to elaborate and persuade when appropriate,
including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or
cause-effect reasoning.
Indicator 5: Write persuasive compositions that:
a. articulate a clear position;
b. support assertions using rhetorical devices including appeals to emotion or logic, personal
anecdotes; and
c. develop arguments using a variety of methods (e.g., examples, beliefs, expert opinions or
cause-effect reasoning).
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page; therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time; therefore, the links provided may no longer contain the specific information
related to a given lesson. Teachers are advised to preview all sites before using them with
students.
Note: Some Web sites contain material that is protected by copyright. Teachers should ensure
that any use of material from the Web does not infringe upon the content owner's copyright.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
For the teacher:
For the student:
Chalk, marker, or SMART board, computer with Internet access, art
supplies for student posters.
Writing materials, computer with Internet access, poster board,
markers, colored pencils, glue, pictures for poster, journal, manila
folder.
Key Vocabulary:
• execution
• capital case
• appeals process
• Bill of Rights
• Eighth Amendment
• constitutionality
Technology Connections:
• Use a smart board to introduce students to the different Web sites where information can
be found before students search on their own.
• If computers are not available for all, students could be placed into groups and the
responsibilities split up using any number of cooperative learning techniques such as the
jigsaw method.
General Tips:
• Send a letter (see Attachment A, Letter to Parents) home to let parents know their
students will be working on this project because it is a controversial topic and some of the
information can be graphic.
• Be prepared with a different issue for a student to research and create a position on if a
parent objects to his or her student’s participation in this project.
Attachments:
Attachment A, Letter to Parents
Attachment B, Death Penalty Position Project
Attachment C, Scavenger Hunt
Attachment D, Statistics Questionnaire
Attachment E, Constitutionality of, and Limitations on, the Death Penalty
Attachment F, Methods of Execution
Attachment G, Stages in a Capital Case
Attachment H, Arguments For and Against the Death Penalty
Attachment I, Death Penalty Position Instructions
Attachment J, Death Penalty Position Outline
Attachment K, Death Penalty Poster or Collage Instructions
Attachment L, Grading Rubric
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment A
Letter to Parents
Dear Parent or Guardian:
The students in _____________________________________ class will be working
on a project that examines the constitutionality of the death penalty starting ___________
and ending _____________. We will be investigating and discussing the history of the death
penalty in the United States and Ohio. Students will then use the information gathered to
draw their own conclusions and present their positions in two formats – a letter or speech and
a poster or collage. I have included the instructions for the project, including the grading
rubric, letter/speech instructions, poster/collage instructions and a calendar of when all
assignments are due. I encourage you to discuss this topic with your student and to monitor
his or her progress on both assignments. Students will be provided with class time to conduct
their research; however, in order to be successful they also will need to work at home. If you
have any questions please feel free to call me at ___________.
Thank you.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment B
Death Penalty Position Project
Directions: As we investigate the constitutionality of the death penalty, you will be
responsible for completing the following assignments.
1. Journal Entries
• What I Know/ Want to Know
• Jury Selection
• Methods of Execution
• Statistics
2. Scavenger Hunt
3. Constitutionality of, and Limitations on, the Death Penalty
4. Methods of Execution
5. Statistics Questionnaire
6. Stages in a Capital Case
7. Arguments For and Against the Death Penalty
8. Poster or Collage
9. Position Letter or Speech
• Outline
• Rough Draft
• Final paper or speech
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment C
Scavenger Hunt
Directions: In order to familiarize yourself with where to find information about the death
penalty, you will be creating a resource list of Web sites to use throughout this project. Look
for sites that are current, reliable and unbiased.
Arguments For and Against the Death Penalty
Where would you find information on the different arguments for and against the death
penalty?
___________________________________________________________________________
___________________________________________________________________________
Methods of Execution
Where would you find information on the different methods of execution?
________________________________________________________________
________________________________________________________________
Statistics
Where would you search to gather statistical information about the death penalty?
________________________________________________________________
________________________________________________________________
Supreme Court Decisions Related to the Imposition of the Death Penalty
Where would you go to find information on Supreme Court cases related to the
constitutionality of and limitations on the death penalty?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Stages involved in a Capital Case
Where would you search to find information on the stages (court proceedings) involved in a
capital case, from the arrest of the accused to the time he or she is executed?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Use this space to compile a list of useful Web sites that you have not listed above. Be sure to
include the topic with the site so you can refer back to this sheet throughout the assignment.
Use the back of this sheet if you need more space.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment D
Statistics Questionnaire
Directions: Use the Web sites you have identified to answer the following questions.
State-by-State Statistics
1. Which states have more than 200 inmates on death row?
__________________________________________________________________
2. Which states have more than 100 black inmates on death row?
__________________________________________________________________
3. Which states have more than 100 white inmates on death row?
__________________________________________________________________
4. Which states have more than 100 Latino inmates on death row?
__________________________________________________________________
5. Which states have more than 100 Asian inmates on death row?
__________________________________________________________________
6. Which states have more than 100 Native American inmates on death row?
__________________________________________________________________
7. Which state has the most women on death row? How many?
__________________________________________________________________
8. Which states allow the death penalty for juveniles?
__________________________________________________________________
9. Which states have executed juveniles?
__________________________________________________________________
10. Which state has the most inmates on death row? How many?
__________________________________________________________________
11. Which state has carried out the most executions since 1976? How many?
__________________________________________________________________
12. What is the total number of inmates on death row in the U.S.? ________________
13. Which states do not have the death penalty? _______________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment D
Statistics Questionnaire, page 2
History
1. When and where were the first death penalties established?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Who was the first person executed in North America? What was his crime?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Ohio
3. How many inmates are on death row in Ohio?
_____________________________________________________________________
4. How many death row inmates are from each ethnic group?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment E
Constitutionality of, and Limitations on, the Death Penalty
Roper
v.
Simmons
Atkins
v.
Virginia
Ford
v.
Wainwright
Batson
v.
Kentucky
Coker
v.
Georgia
Thompson
v.
Oklahoma
2005
2002
1988
1986
1986
1977
Gregg
v.
Georgia
Woodson
v.
North
Carolina
Whitherspoon
v.
Illinois
United States
v.
Jackson
Furman
v.
Georgia
1968
1968
1972
1976
1976
Directions: Use the list of Internet resources you created to summarize the Supreme Court
cases listed on the time line below. Write your summaries in your journal.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment E
Constitutionality of, and Limitations on, the Death Penalty, page 2
Directions: In your journal, describe in your own words the precedent established in each
Supreme Court case.
Constitutionality
1968 United States v. Jackson
1968 Witherspoon v. Illinois
1976 Furman v. Georgia
1976 Woodson v. North Carolina
1976 Gregg v. Georgia (there are four parts to this answer)
Limitations
1977 Coker v. Georgia
1986 Batson v. Kentucky
1986 Ford v. Wainwright
1988 Thompson v. Oklahoma
2002 Atkins v. Virginia
2005 Roper v. Simmons
1. The imposition of the death penalty in federal cases is limited to certain crimes. For
what federal crimes can the death penalty be imposed?
2. The imposition of the death penalty has changed greatly over the years. Using the
Supreme Court cases you just researched, analyze the changes that have taken place
through death penalty litigation. You also may want to consider the death penalty
moratorium that took place and its reinstatement.
3. Have there been any noticeable changes in rulings dealing with the death penalty in
the last 20 years that would indicate a progression or regression in the rights of death
row inmates?
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment F
Methods of Execution
Directions: Research the different methods of execution listed below and answer the
questions that follow in your journal.
Hanging
1. Is this method used today? By which states?
2. What issues have developed with this method of execution? Why might this method
be seen as humane or inhumane?
3. Do you think this method is within the limits of the Eighth Amendment’s restriction
on cruel and unusual punishment? Why or why not? Be specific.
Firing Squad
4. Is this method used today? By which states?
5. What issues have developed with this method of execution? Why might this method
be seen as humane or inhumane?
6. Do you think this method is within the limits of the Eighth Amendment’s restriction
on cruel and unusual punishment? Why or why not? Be specific.
Electric Chair
7. Is this method used today? By which states?
8. What issues have developed with this method of execution? Why might this method
be seen as humane or inhumane?
9. Do you think this method is within the limits of the Eighth Amendment’s restriction
on cruel and unusual punishment? Why or why not? Be specific.
Gas Chamber
10. Is this method used today? By which states?
11. What issues have developed with this method of execution? Why might this method
be seen as humane or inhumane?
12. Do you think this method is within the limits of the Eighth Amendment’s restriction
on cruel and unusual punishment? Why or why not? Be specific.
Lethal Injection
13. Is this method used today? By which states?
14. What issues have developed with this method of execution? Why might this method
be seen as humane or inhumane?
15. Do you think this method is within the limits of the Eighth Amendment’s restriction
on cruel and unusual punishment? Why or why not? Be specific.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment G
Stages in a Capital Case
Directions: Complete the graphic organizer with a summary of each stage in a capital case,
an explanation of how that stage protects the rights of the accused and any important terms
associated with that stage.
Stage I
Pre-Trial
Stage II
Guilt
Phase
Trial
Stage III
Penalty
Phase
Trial
Summary:
How does this stage protect
the rights of the accused?
Important Terms:
Summary:
How does this stage protect
the rights of the accused?
Important Terms:
Summary:
How does this stage protect
the rights of the accused?
Important Terms:
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment G
Stages in a Capital Case, page 2
Stage IV
Direct
Appeal
Stage V
PostConviction
Review
Summary:
How does this stage protect
the rights of the accused?
Important Terms:
Summary:
How does this stage protect
the rights of the accused?
Important Terms:
In your opinion, do these five stages provide enough safeguards to ensure the rights of the
accused? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Do you think this five-stage process could be improved? How?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment H
Arguments For and Against the Death Penalty
Directions: Using your Web resources, research the listed arguments for and against the
death penalty. Each argument can be used to support or oppose the death penalty. Read
information on both sides of issues related to the death penalty debate. In the space provided,
summarize the positions that agree and disagree with each argument.
Argument 1: Deterrence
Imposition of the death penalty serves to deter future crimes.
Agree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Disagree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Argument 2: Retribution
The death penalty is a necessary punishment imposed for purposes of repayment or revenge
for the wrong committed.
Agree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment H
Arguments For and Against the Death Penalty, page 2
Disagree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Argument 3: Chance of Error
The death penalty should not be used because it cannot be reversed if new evidence proves a
suspect not guilty.
Agree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Disagree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment H
Arguments For and Against the Death Penalty, page 3
Argument 4: Arbitrariness and Discrimination
The death penalty is unevenly imposed on members of minority groups and arbitrarily
decided upon due to unclear guidelines.
Agree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Disagree
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
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The Death Penalty: Cruel and Unusual or Justice Served?
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Attachment I
Death Penalty Position Instructions
Directions: Write a position paper based on one of the three following scenarios:
Option 1: Imagine the Ohio General Assembly is considering revoking the death penalty
statute. Write a letter to your respective state representative or senator expressing your
support or opposition to this legislation.
Option 2: Imagine the Ohio General Assembly is considering revoking the Death Penalty
statute. Write a letter to the editor of your local newspaper expressing your support or
opposition to this legislation.
Option 3: Imagine the Ohio General Assembly is considering revoking the Death Penalty
statute. Give a persuasive speech in which you express your opinion on the General
Assembly’s decision to consider revoking the death penalty in Ohio.
Whichever option you choose, describe how you feel about the death penalty and why. The letter
should be three to four pages in length, double-spaced. A speech should last approximately three
minutes.
Your letter or speech should have an introductory paragraph in which you state your position.
You should describe at least three arguments in support of your position. These arguments must
be supported with evidence from the information you have gathered in your research. Each
argument should be set up as a separate paragraph. Your final paragraph should summarize your
position and express thanks to the General Assembly member, newspaper or other audience you
are writing for.
The letter will be evaluated based upon the following criteria:
• How clearly your ideas are presented
• Evidence supporting your position
• Neatness: the letter must be typed or written legibly in ink
• Spelling and grammar
The speech will be evaluated upon the following criteria:
• How clearly the ideas are presented
• Evidence supporting your position
• Presentation style – speaking slowly and making sure that everyone can hear
you
• You may use index cards for notes
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The Death Penalty: Cruel and Unusual or Justice Served?
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Attachment J
Death Penalty Position Outline
I. Introductory Paragraph
A. I am for/against the death penalty
B.
Reasons: (list three)
1.
2.
3.
II. Reason 1
A.
B.
C.
III. Reason 2
A.
B.
C.
IV. Reason 3
A.
B.
C.
V. Conclusion (summary restating reasons)
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment K
Death Penalty Poster or Collage Instructions
Directions: Create a poster or collage for one of the following situations.
Poster 1: Ohio’s General Assembly is considering revoking the death penalty. You
are attending a rally and need to make a poster which supports your view on the death
penalty. Since the rally will be televised, you want a poster that will be eye-catching,
attention-grabbing and concise. You may want a slogan on your poster that could
serve as a chant or rallying cry.
Poster 2: Ohio’s General Assembly is considering revoking the death penalty. You
work for an advertising agency who has been commissioned to create a poster for a
public service announcement. This poster will serve as a backdrop for speakers who
will be presenting your point of view concerning the upcoming legislation about
Ohio’s death penalty. A large television audience will view it, so you want it to have
as strong an impact as possible.
Collage: Ohio’s General Assembly is considering revoking the death penalty. You
may choose to create a collage to express your point of view concerning the death
penalty. It should express your point of view and show effort and thought went into
its creation. You may use a collection of pictures, headlines or other materials in your
collage. Size is your choice. It can fit in a folder or can be larger (one-half a poster
board is a great size to share with someone).
Be creative! You may use computer graphics, colored pencils, markers, paint, glitter,
pictures, etc.
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The Death Penalty: Cruel and Unusual or Justice Served?
Grade 11
Attachment L
Grading Rubric
Category
Outline
Very Good
Outline has been
completed and shows
clear, logical
relationships between all
topics and subtopics.
Introduction
Introduction clearly
identifies, and briefly
describes the three
arguments that will be
used to defend student’s
position.
First argument is very
clearly described and
defended. Student
effectively uses chosen
argument to defend
position.
Second argument is very
clearly described and
defended. Student
effectively uses chosen
argument to defend
position.
Third argument is very
clearly described and
defended. Student
effectively uses chosen
argument to defend
position.
Conclusion clearly
identifies, and briefly
restates, the three
arguments that were
used to defend student’s
position.
Poster very clearly and
accurately depicts
student’s position; shows
much creativity and
imagination. Slogan is
original and accurately
expresses student's
viewpoint. It is evident
that much time and
effort went into the
construction.
Argument 1
Argument 2
Argument 3
Conclusion
Poster
Good
Outline has been
completed and shows
clear, logical
relationships between
most topics and
subtopics.
Introduction identifies,
and briefly describes the
three arguments that will
be used to defend
student’s position.
Fair
Outline has been started
and includes some topics
and subtopics.
Poor
Outline has very little
information or has not
been attempted.
Introduction identifies,
but does not describe the
three arguments that will
be used to defend
student’s position.
Introduction does not
identify nor describe the
three arguments that will
be used to defend
student’s position.
First argument is clearly
described and defended.
Student uses chosen
argument to defend
position.
Conclusion identifies,
and briefly restates, the
three arguments that
were used to defend
student’s position.
First argument is
described and defended.
Student does not
effectively use chosen
argument to defend
position.
Second argument is
described and defended.
Student does not
effectively use chosen
argument to defend
position.
Third argument is
described and defended.
Student does not
effectively use chosen
argument to defend
position.
Conclusion identifies but
does not restate the three
arguments that were
used to defend student’s
position.
First argument is poorly
described or defended.
Student does not
effectively use chosen
argument to defend
position.
Second argument is
poorly described or
defended. Student does
not effectively use
chosen argument to
defend position.
Third argument is not
poorly described or
defended. Student does
not effectively use
chosen argument to
defend position.
Conclusion does not
identify or restate the
three arguments that
were used to defend
student’s position.
Poster clearly depicts
student’s position; shows
creativity and
imagination. Slogan is
original and expresses
student's viewpoint. It is
evident that time and
effort went into the
construction.
Poster vaguely depicts
student’s position; shows
some creativity and
imagination. Slogan
accurately expresses
student's viewpoint.
Some time and effort
went into the
construction.
Poster does not depict
student’s position; shows
very little creativity or
imagination. Slogan is
not original and does not
accurately express
student's viewpoint. It is
evident that little time
and effort went into the
construction.
Second argument is
clearly described and
defended. Student uses
chosen argument to
defend position.
Third argument is clearly
described and defended.
Student uses chosen
argument to defend
position.
22