Final Project!
Some of the information below may be repetitive, but it is the assignment and criteria for my student's final project.
Inquiry Plan: Students will have completely read and analyzed the play Julius Caesar. After you have a full understanding, you will be asked to take on the role of a persuasive speaker on a debate team—now it’s your time to shine! You will be split up into groups depending on your point of view. Your argument: Did Julius Caesar deserve to die? Half of the class will argue yes and the other half will argue no (pros and cons). You will work collaboratively with your group to come up with key points to your arguments as well as possible rebuttals to the other team’s argument. You must demonstrate your knowledge of the play and have supporting evidence, while maintaining your professionalism at the same time. Think outside the box and have fun! Good luck!
Question: Did Julius Caesar deserve to die?
Steps to Help Plan your Argument:
1. What is your argument? Identify your position to the questions and make sure the decision is unanimous among the team.
2. What are your resources to help back up this position? There are plenty of resources to help prove your side—so use them! (Julius Caesar, articles we have covered in class, credible sources on the internet etc.)
3. Make a list of your key points. Have each member of the team contribute AT LEAST one main argument.
4. Pair each of your arguments with textual evidence from your resources.
5. Think outside the box—what visual aids could you use to help make your argument persuasive. We have technology, don’t let it go to waste.
6. Generate an opening statement that grabs the audience’s attention and clearly states your position on the argument and why. Choose a strong speaker on your team to deliver this at the beginning on the debate.
7. Create a list of possible arguments for the opposing side’s position.
8. With those, come up with rebuttals to those points. This way, you will be totally prepared!
9. Make a closing statement just as you did with the opening statement, but this will leave the audience certain that your position is stronger. Quickly sum up your most important points and make it count. Choose another one of your stronger speakers, but he/she must be different from the opener.
10. Practice and prepare.
11. Come to the debate dressed for success and ready to professionally, persuasively argue your position.
Use these steps to help investigate you arguments with your team!
Suggested Resources for Investigation:
· http://www.chlive.org/pbeck/eastlibrary/JULIUSCAESARRESOURCES.htm
o List of historical background, bibliographic information and controversial topic websites
· Julius Caesar text
· http://www.unrv.com/forum/topic/6436-did-julius-caesar-deserve-to-die/
o Roman Empire forum discussing the topic that you are presenting.
· Your class notes
Using the steps and resources I have provided for you, create your arguments and have them clearly written down. This will make it easier on the day of the debate.
Format on Debate Day!
6 minute Position Presentation – Pro Opening Statements Included Here
6 minute Position Presentation - Con
5 minute Work Period
4 minute Rebuttal - Pro
4 minute Rebuttal - Con
3 minute Work Period
2 minute Response - Pro
2 minute Response - Con
1 minute Work Period
2 minute Position Summary - Pro or Con Closing Statements Included Here
2 minute Position Summary - Pro or Con
5 minute Tallying of Ballots/Announcement of Winner
Team Presentation Evaluation[1]
Team Name ____________________________________________ Grade _______
Case _________________________________ Date___________ Duration _______
Content
1 2 3 4 5 Overview (Review/posting of agenda; Summary of case)
1 2 3 4 5 Diagnosis/Analysis (Review of chapter content; Issues/Problems in case)
1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of relevance to
practice of management)
Process
1 2 3 4 5 Quality of Professional Attire/Grooming
1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level)
1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye contact; presence;
use of notes/reading)
1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; role play; quiz)
1 2 3 4 5 Audiovisual Support (Transparencies; PowerPoint; blackboard; video)
1 2 3 4 5 Level of Audience Involvement (Stimulation/structuring of activity/disc)
1 2 3 4 5 Timing (Within limit; coordination; use of time)
1 2 3 4 5 General Coherence (Ability to follow points; quality of transitions)
1 2 3 4 5 Creativity/Psychological Impact
DEBATE BALLOT
Debate ______________________________________________ Class _____________
Name of Evaluator ____________________________________ Date _____________
1 2 3 4 5
Poor Fair Average Good Excellent
PRO CON
6 Minute Position Presentation
Rating = ____ Comments: Rating = ____ Comments:
***** 5 Minute Work Period *****
4 Minute Rebuttal
Rating = ____ Comments: Rating = ____ Comments:
***** 3 Minute Work Period *****
2 Minute Response
Rating = ____ Comments: Rating = ____ Comments:
***** 1 Minute Work Period *****
2 Minute Position Summary
Rating = ____ Comments: Rating = ____ Comments:
[ ] Total Points [ ] Total Points
Circle Winner Below:
PRO CON
General Comments:
Signature of Evaluator: ______________________
Teacher Rubric:
Category
4 (YES!)
3 (Yes, but…)
2 (No, but…)
1 (Not yet)
Understanding of Topic:
4= The team clearly understood the topic in-depth and presented their information forcefully and convincingly.
3= The team clearly understood the topic in-depth and presented their information with ease.
2= The team seemed to understand the main points of the topic and presented those with ease.
1= The team did not show an adequate understanding of the topic.
Information:
4= All information presented in the debate was clear, accurate and thorough.
3= Most information presented in the debate was clear, accurate and thorough.
2= Most information presented in the debate was clear and accurate, but was not usually thorough.
1= Information had several inaccuracies OR was usually not clear.
Organization:
4= All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
3= Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
2= All arguments were clearly tied to an idea (premise), but the organization was sometimes not clear or logical.
1= Arguments were not clearly tied to an idea (premise).
Presentation Style:
4= Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
3= Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
2= Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
1= One or more members of the team had a presentation style that did not keep the attention of the audience.
Use of Facts/Statistics
4= Every major point was well supported with several relevant facts, statistics and/or examples.
3= Every major point was adequately supported with relevant facts, statistics and/or examples.
2= Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.
1= Every point was not supported.
Rebuttals:
4= All counter-arguments were accurate, relevant and strong.
3= Most counter-arguments were accurate, relevant, and strong.
2= Most counter-arguments were accurate and relevant, but several were weak.
1= Counter-arguments were not accurate and/or relevant
Day Following the Debate:
· We will have a class discussion on how we, as a class, believe the debate went.
· Students will get into their respective teams and be able to read their evaluation ballots together in order to self-asses and discuss how the team performed.
· For homework and a closure to the activity, students will reflect on their performance by writing a page reflection discussing their team’s:
o Strengths
o Weaknesses
o Possible improvements
([1] 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.)
Inquiry Plan: Students will have completely read and analyzed the play Julius Caesar. After you have a full understanding, you will be asked to take on the role of a persuasive speaker on a debate team—now it’s your time to shine! You will be split up into groups depending on your point of view. Your argument: Did Julius Caesar deserve to die? Half of the class will argue yes and the other half will argue no (pros and cons). You will work collaboratively with your group to come up with key points to your arguments as well as possible rebuttals to the other team’s argument. You must demonstrate your knowledge of the play and have supporting evidence, while maintaining your professionalism at the same time. Think outside the box and have fun! Good luck!
Question: Did Julius Caesar deserve to die?
Steps to Help Plan your Argument:
1. What is your argument? Identify your position to the questions and make sure the decision is unanimous among the team.
2. What are your resources to help back up this position? There are plenty of resources to help prove your side—so use them! (Julius Caesar, articles we have covered in class, credible sources on the internet etc.)
3. Make a list of your key points. Have each member of the team contribute AT LEAST one main argument.
4. Pair each of your arguments with textual evidence from your resources.
5. Think outside the box—what visual aids could you use to help make your argument persuasive. We have technology, don’t let it go to waste.
6. Generate an opening statement that grabs the audience’s attention and clearly states your position on the argument and why. Choose a strong speaker on your team to deliver this at the beginning on the debate.
7. Create a list of possible arguments for the opposing side’s position.
8. With those, come up with rebuttals to those points. This way, you will be totally prepared!
9. Make a closing statement just as you did with the opening statement, but this will leave the audience certain that your position is stronger. Quickly sum up your most important points and make it count. Choose another one of your stronger speakers, but he/she must be different from the opener.
10. Practice and prepare.
11. Come to the debate dressed for success and ready to professionally, persuasively argue your position.
Use these steps to help investigate you arguments with your team!
Suggested Resources for Investigation:
· http://www.chlive.org/pbeck/eastlibrary/JULIUSCAESARRESOURCES.htm
o List of historical background, bibliographic information and controversial topic websites
· Julius Caesar text
· http://www.unrv.com/forum/topic/6436-did-julius-caesar-deserve-to-die/
o Roman Empire forum discussing the topic that you are presenting.
· Your class notes
Using the steps and resources I have provided for you, create your arguments and have them clearly written down. This will make it easier on the day of the debate.
Format on Debate Day!
6 minute Position Presentation – Pro Opening Statements Included Here
6 minute Position Presentation - Con
5 minute Work Period
4 minute Rebuttal - Pro
4 minute Rebuttal - Con
3 minute Work Period
2 minute Response - Pro
2 minute Response - Con
1 minute Work Period
2 minute Position Summary - Pro or Con Closing Statements Included Here
2 minute Position Summary - Pro or Con
5 minute Tallying of Ballots/Announcement of Winner
Team Presentation Evaluation[1]
Team Name ____________________________________________ Grade _______
Case _________________________________ Date___________ Duration _______
Content
1 2 3 4 5 Overview (Review/posting of agenda; Summary of case)
1 2 3 4 5 Diagnosis/Analysis (Review of chapter content; Issues/Problems in case)
1 2 3 4 5 Summary/Conclusion (Review of major points; Statement of relevance to
practice of management)
Process
1 2 3 4 5 Quality of Professional Attire/Grooming
1 2 3 4 5 Verbal Behavior (clarity/choice of words/voice level)
1 2 3 4 5 Nonverbal Behavior (posture; gestures/movement; eye contact; presence;
use of notes/reading)
1 2 3 4 5 Variety in Style (lecture; discussion; game; activity; skit; role play; quiz)
1 2 3 4 5 Audiovisual Support (Transparencies; PowerPoint; blackboard; video)
1 2 3 4 5 Level of Audience Involvement (Stimulation/structuring of activity/disc)
1 2 3 4 5 Timing (Within limit; coordination; use of time)
1 2 3 4 5 General Coherence (Ability to follow points; quality of transitions)
1 2 3 4 5 Creativity/Psychological Impact
DEBATE BALLOT
Debate ______________________________________________ Class _____________
Name of Evaluator ____________________________________ Date _____________
1 2 3 4 5
Poor Fair Average Good Excellent
PRO CON
6 Minute Position Presentation
Rating = ____ Comments: Rating = ____ Comments:
***** 5 Minute Work Period *****
4 Minute Rebuttal
Rating = ____ Comments: Rating = ____ Comments:
***** 3 Minute Work Period *****
2 Minute Response
Rating = ____ Comments: Rating = ____ Comments:
***** 1 Minute Work Period *****
2 Minute Position Summary
Rating = ____ Comments: Rating = ____ Comments:
[ ] Total Points [ ] Total Points
Circle Winner Below:
PRO CON
General Comments:
Signature of Evaluator: ______________________
Teacher Rubric:
Category
4 (YES!)
3 (Yes, but…)
2 (No, but…)
1 (Not yet)
Understanding of Topic:
4= The team clearly understood the topic in-depth and presented their information forcefully and convincingly.
3= The team clearly understood the topic in-depth and presented their information with ease.
2= The team seemed to understand the main points of the topic and presented those with ease.
1= The team did not show an adequate understanding of the topic.
Information:
4= All information presented in the debate was clear, accurate and thorough.
3= Most information presented in the debate was clear, accurate and thorough.
2= Most information presented in the debate was clear and accurate, but was not usually thorough.
1= Information had several inaccuracies OR was usually not clear.
Organization:
4= All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
3= Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
2= All arguments were clearly tied to an idea (premise), but the organization was sometimes not clear or logical.
1= Arguments were not clearly tied to an idea (premise).
Presentation Style:
4= Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
3= Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
2= Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
1= One or more members of the team had a presentation style that did not keep the attention of the audience.
Use of Facts/Statistics
4= Every major point was well supported with several relevant facts, statistics and/or examples.
3= Every major point was adequately supported with relevant facts, statistics and/or examples.
2= Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.
1= Every point was not supported.
Rebuttals:
4= All counter-arguments were accurate, relevant and strong.
3= Most counter-arguments were accurate, relevant, and strong.
2= Most counter-arguments were accurate and relevant, but several were weak.
1= Counter-arguments were not accurate and/or relevant
Day Following the Debate:
· We will have a class discussion on how we, as a class, believe the debate went.
· Students will get into their respective teams and be able to read their evaluation ballots together in order to self-asses and discuss how the team performed.
· For homework and a closure to the activity, students will reflect on their performance by writing a page reflection discussing their team’s:
o Strengths
o Weaknesses
o Possible improvements
([1] 1999, David M. Leuser, Ph.D. Plymouth State College of the University System of New Hampshire.)