Name______Period______
H US HistoryWilson
United States History Research Paper Debate
I. ASSIGNMENT:
A. Students will debate positions researched, advanced, and supported in their papers.
B. The assignmentwill be part of the Tests/Projects category for the 4th marking period.
C. The debates will begin Thursday, April 14th(All students should be prepared to debate)
II. FORMAT:
A. Each individual will defend a position linked to their paper as well as question anopponent
who advanced a contrary position. Each debate will last approximately fourteen minutes.
1. The format of the debate will be as follows:
“Yes” “No” “Yes” “No”
-2 minutes to argue/-2 minutes to argue/-2 minutes for -2 minutes for
-3min. questioned-3min. questioned final statement finalstatement
by opponent by opponent
2. The order of the topics being debated will be randomly determined.There will be
two debates each class period.
III. TOPICS:
- Did immigrants to the United States between the years 1900-1929 arrive in an equal “land of opportunity”?
- Was the achievement of suffrage –via passage of the 19th Amendment– the most significant
achievement for women?
- Did Franklin Roosevelt consolidate too much power as President during the Great Depression
andWWII?
- Should the United States have done more to prevent and/or end the Holocaust?
- Did President Harry Truman make the correct decision to use atomic weapons against Japan in1945?
- Was the United States government justified in its actions to “root out” communists and/or
communistsympathizers within our borders during the Cold War?
- Who was more responsible for starting the Cold War –Harry Truman or Josef Stalin?
- Is affirmative action an appropriate strategy in the struggle to eliminate discrimination in
hiringpractices (employment) and education?
- How confident are you in the accuracy of the official report of the Warren Commission
-declaringLee Harvey Oswald the “lone killer”– in the assassination of President John Kennedy?
- Did the counterculture movement of the 1950s and 1960s have any significant, lasting effect?
- Were the liberal policies of Social Security, Medicaid and Medicare good for America?
- Should the United States have gone to war inVietnam?
- Has history judged President Richard Nixon fairly?
- Who was more responsible for ending the Cold War –Ronald Reagan or Mikhail Gorbachev?
- Was the creation of the GuantanamoBay military prison in Cuba an appropriate strategy in
fightingthe War on Terror?
- Was President George W. Bush justified in invading Iraq in 2003?
- Is the United States a declining world power?
IV. EVALUATION:
A. 80 points for debate (see debate scoring guide below for details)
1. Maximum 20 points for opening argument
2. Maximum 20 points for response to questions
3. Maximum 20 points for questions asked
4. Maximum 20 points for final statement
B. 20 points for typed self-evaluation (minimum one page, due the day after your debate)
1. Use self-evaluation sheet to provide an honest, reflective assessment of your
performance
C. The following debate scoring guide outlines how you will be assessed during the debate.
Generally, eachstudentwill bejudged on validity of argument, delivery of
argument/response, andeffectivenessofresponse.
US History Research Paper Debate Scoring Guide
Speech – 20 points
20–18
Delivery – Smooth, practiced, seamless. The speaker is very confident and comfortable. There is considerable eye contact with the audience. The speaker uses all of the allotted time.
Argument – Compelling, convincing, logical. The facts presented are relevant and clearly persuade the audience that the speaker is correct. Sophisticated, deep thought and organization are present.
17–15
Delivery – The speaker is still confident and comfortable, but may betray a hint of nervousness. Although basically in control, the speaker may rely a bit too much on notes. One or two gaps in speech are present. The speaker uses all the allotted time.
Argument – The audience is more or less persuaded to believe the speaker. Facts are relevant, but perhaps a bit too simplistic. No more than one clear hole in argument allowed.
14–12
Delivery – The speaker is nervous and seems somewhat uncomfortable. Little audience eye contact present. There may be several gaps in speech. The presentation seems unpracticed. Less than the full allotted time is used.
Argument – The speech makes several good points, but seems unconvincing on the whole. Argument has holes, some points seem irrelevant.
<12
Delivery – The speaker lacks composure and control. The presentation seems totally unpracticed. Speech is choppy, many uncomfortable gaps are present. Less that the full allotted time is used.
Argument – Very few relevant points are made. The speech seems illogical. Audience is unconvinced.
Questioning – 20 points
20–18
Relevance – The questioner asks pertinent questions that deal directly with the speaker’s argument. The questions are concise and understandable. There is a high degree of evidence that the questioner prepared for this portion of the debate.
Strength – The questioner exposes weaknesses in the speaker’s argument. The questions asked open up holes in the argument and clearly persuade the audience that the questioner is correct.
Control – The questioner asks sophisticated and organized questions that allow for command of this portion of the debate. The questioner is confident and comfortable and through excellent questioning skills maintains control and uses all of the allotted time.
17–15
Relevance – The questioner asks good questions but they are somewhat off target with regard to the speaker’s argument. The questions are a little confusing and there is some evidence of preparedness.
Strength – The questioner exposes a weakness in the speaker’s argument. The audience is only slightly convinced that the questioner is correct.
Control – The questioner does not maintain total control of this portion of the debate. The questions asked are strong, but allow the speaker to maintain some control. The questioner uses all of the allotted time.
<15
Relevance – The questioner asks totally random and irrelevant questions. The questions are confusing and there
is little evidence of preparedness.
Strength – The questioner does not expose any weaknesses in the speaker’s argument. The audience is not convinced that the questioner is correct.
Control – The questioner does not command this portion of the debate. Control is in the corner of the speaker and all of the allotted time is not used.
Response – 20 points
20–18
Content – Student is well-versed in the topic. All questions are answered with substantial support. Answers are relevant and demonstrate complete understanding of subject.
Composure – Student is calm and collected. No signs of panic or discomfort are evident. No large pauses or stalling occurs. Student yields when another question is asked.
17–15
Content – Student competently answers most of the questions. Answers betray a satisfactory understanding of the subject.
Composure – Student appears slightly uncomfortable. One long pause may be observed. No stalling occurs. Student yields when another question is asked.
<15
Content – Student reveals a lack of understanding of subject matter. Answers are incomplete or
irrelevant.
Composure – Student shows many visible signs of stress. Long pauses occur between question and response. Student may attempt to stall to waste the questioner’s time. Student may refuse to yield the floor when the questioner proceeds.
Final Statement – 20 points
20 – 18
Summary – Student effectively and efficiently summarizes argument. Sophisticated, deep thought and organization are present. “Wow” factor is apparent with a final, effective quote, point, or emotional appeal.
Persuasiveness – Student is compelling, convincing and logical. Audience is wholly persuaded that the speaker is
correct.
17–15
Summary – Student summarizes argument but at the expense of valuable time. While some deep thought and organization are evident, sophistication is not. “Wow” factor may be apparent with a final, effective quote, point, or emotional appeal.
Persuasiveness – Student is somewhat compelling, convincing and logical. Majority of the audience is persuaded
that the speaker is correct.
<15
Summary – Ineffective summary at the expense of valuable time. Little more than repetition of opening argument. There is no “Wow” factor with respect to a final, effective quote, point, or emotional appeal.
Persuasiveness – Student is not compelling, convincing and/or logical. Majority of the audience is not persuaded that the speaker is correct.
Name______Period______
H US History Wilson
Debate Evaluation
Question Topic:______
Position:______
COMMENTS SCORE
SPEECH:/20
Delivery
Argument
QUESTIONS:/20
Relevance
Strength
Control
RESPONSE:/20
Content
Composure
FINAL STATEMENT:/20
Summary
Persuasiveness
TOTAL SCORE:/80