Civil War Debate Guidelines

This part is to be in the first person! Be creative...have fun with it!

Read 3 primary sources on the OPPOSITE position from which you wrote your paper (i.e. if you wrote your paper on pro-slavery, you will argue for abolition in the debate and vice versa).

Bring a one-page character explanation with you to the debate. Your character explanation should include the following:

Lincoln Douglas Debate sketch
In 1858 Stephen Douglas (front left on the platform) and Abraham Lincoln vied in a series of seven debates for a seat in the U.S. Senate. Douglas won the election, but Lincoln gained widespread recognition that ultimately helped him win the presidential election two years later. Borrowed from: Northern Illinois University
  1. Decide which argument you like best and write a paragraph explaining the argument.
  2. Write a 2-3 minute presentation to give before the class.  This presentation should explain:
    1. who you are (which role you are playing) (make up a name)
    2. a short biography of yourself (YOU CAN/SHOULD make up a character based on a real historical personality)
    3. a short explanation of what you believe and WHY you believe it
  3. Using what you know about the opposing side (you know a lot because you’ve written a paper on the opposing side), write a few sentences rebutting the opposing side’s positions.
  4. ALL OF THESE written components should be TYPED and you should be able to refer to them readily in the debate.  You will also turn them in!

 

Grading Rubric for the Debate:

A =Student presents her/his position in a well-informed manner at least once during the debate; student takes the opportunity to rebut another person’s stance on the issue at least once during the debate; student submits all written components and they are thorough; student treats all others in the debate with respect and does not interrupt or distract with private conversations

B = Student present his/her position well, but only presents her/his position once and is generally quiet during the group debate; student is well-informed about her/his position but does not assert it in order to rebut another’s position; student submits all written components, but they are less thorough than they should be; student treats all others in the debate with respect and does not interrupt or distract with private conversations

John Brown mural at Harper's Ferry
Abolitionist John Brown as depicted at Harper's Ferry National Historical Site -- Borrowed from: Cornell University

C = Student's presentation of position is cursory and s/he does not participate at all in the large group discussion; student attentively listens to the activity; student submits written components that are incomplete or incorrect; student treats all others in the debate with respect, but engages in some distracting behavior

D/F = Student does not attend debate; or student is disruptive or disrespectful during the debate proceedings without offering anything of value. It is clear student did nothing to prepare for the debate