The Constitution in Action - Debating Key Student Issues

Very difficult to understand the fundamental background circumstances that made this a court case originally.

 Most group members do not participate. No use of props or costume. Length two minutes or under.  

Some insight is gained into the background circumstances of the case, but not fully clear.

Skit responsibilities not evenly distributed. A basic prop used. Little to no costuming worn. Length three minutes or under.   

The audience gains a good understanding of the background circumstances of the case.

All group members play close to equal roles.Use of more than one prop. Most group members costumed. Length between three to five minutes.

The audience gains a full understanding of the background circumstances of the case and can predict what legal or constitutional issue  is involved.

All group members play equal roles. Use of multiple props. All group members costumed. Length five minutes.

Arguments do not cite or reference the Constitution.

Background information does not provide context or specifics.

Explanation on Decision is incorrect and/or Constitutional basis is absent. 

Arguments provide a brief Constitutional reference, but does not cite specific language or text.

 Backgound information somewhat unclear. Not enough context or specifics.

Explanation on Decision is vague and Constitutional basis is incorrect or not complete. 

 Arguments provide Constitutional reference, citing specific language or text.

The Background information is clear with a logical progression of information.

Explanation on Decision is thorough and Constitutional basis is correctly cited. 

Arguments provide Constitutional reference with specific language or text with clarification of meaning.

The Background information is clear, logically progresses, is very specific, and encourages the audience to make predictions.

Explanation on Decision is thorough and Constitutional basis is correctly cited. Dissenting Opinion is also presented.

Connections are made between other similar cases or relevant student issues.

Class Discussion/Debate Leading

Some actions are conducted  to elicit class response.

Little sustaining of class response after initial actions.

Multiple strategies are employed by the presenters to elicit class response.

The class response is ongoing with encouragement from the presenters.

Active involvement in the debate by most of the class is observed.

Multiple strategies are employed by the presenters to elicit class response.

The Socratic Method is utilized in the leading of the discussion/debate. Active involvement in the debate by all of the class is observed.

(Individual Grade) 

Brief is not supported with the citing of the Constitution

AND

Length does not meet two paragraph requirement.

Writing mechanics are flawed. 

Brief is not supported with the citing of the Constitution

OR

Length does not meet two paragraph requirement.

Some difficulty with writing mechanics.

Brief is supported with Constitutional citings.

Length meets two paragraph requirement.

Writing mechanics are solid and arguments are persuasive.

Brief is supported with Constitutional citings and then interpreted.

Length is two paragraphs

Writing mechanics are solid and arguments are persuasive.

Brief makes connections between the case and other relevant circumstances.

Supreme Court Procedures Outline

(Individual Grade)

Outline is thorough to the point where an Attorney  would be fully prepared to argue a case.

Outline is supplemented with either analysis, evaluation, or elaboration about Court procedures.