WebQuest
Atomic Bomb Debate
Evaluation
The students will be evaluated based on their ability to work with their team members, organize their speaking order, presenting their position to the class with supporting evidence based on outside resources. Students that are writing the paper will still be held to the same standards as well as their grammar and spelling.
Rubric
| # | Excellent | Satisfactory | Needs Improvement | Incomplete | Score |
|---|---|---|---|---|---|
| Day 1: Research | Student choose a side they wanted to support. They worked diligently independently and with fellow groups members, online sources, and with textbooks without distractions. They asked questions from the teacher and other group members to form their supporting points. Those writing created a clear thesis statement and began forming supporting points. | Student choose their side and work alone without the support of their team. They only used one tool for research and did not ask questions. Students writing created a solid thesis statement with a supporting statement. | Choose their side, but did little research on their topic, but was distracted. Students writing had a vague thesis statement with no supporting points. | Did not choose a side or research either topic. Student was disruptive and uncooperative. | 10 |
| Day 2: Group Work | Students work together to form their debate and positions. They clearly state the order of presenters and focus on key terms. Students that are writing essays will begin outlining their paper and beginning to write a rough draft with clearly cited sources. | Students meet with their team, but do not formulate a order of speaking. Students writing a paper create a outline and part of a rough draft with sources not cited. | Students do not meet with their team and ignore their other group members. Students writing a paper create a partial outline with few resource sources. | Students do not meet as a group or create a line up of presenters. Students writing a paper do not create a outline or research their position with no sources. | 15 |
| Day 3: Informal Presentation | Students present to the teacher a draft of their speech with a set line up of speakers each with a clearly stated theme and sources cited to support position. Students writing completes rough draft that is the full length required and with a concise thesis and supporting points all properly cited. | Students present with a partial line up of speakers with some idea of supporting evidence and citations. Students writing have a partial rough draft with some sources to support their thesis. | Students present out of order and will a vague position and supporting points with few sources. Students writing have a unclear thesis with few sources improperly cited. | Students were unorganized or did not present. Students writing had incomplete draft with no thesis or supporting evidence and no sources. | 15 |
| Day 4: Formal Presentation or Essay | Team stated their position clearly and in order with supporting speakers citing sources and using reason and evidence to support their side. Papers have a clear and concise thesis and supporting statements properly cited with correct grammar and spelling. | Students presented their side effectively with some mistakes to ordering and with few sources to support position. Papers have thesis and some supporting evidence improperly cited. Some mistakes in grammar and spelling. | Students present out of order and with few supporitng points and evidence to support position. Papers are incomplete with no clear thesis and supporting points with no sources. Many mistakes in grammar and spelling. | Students did not present or had no research to support their side. Papers had no thesis with no supporting points or evidence. | 30 |
Total Score: 70 |
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