ASSIGNMENT I-5  CLASS CLIMATE ACTION DEBATE PREPARATION
 GRADING RUBRIC for ASSIGNMENT I-5

(written part worth 15 pts)

 -DUE in the DROPBOX 30 minutes before class on the day of the debate

For FULL credit, be in class on the debate day!  
Come with your assignment typed and ready to hand in after the debate.z

 NOTE:   5 GROUP pts (for G-6) will be awarded based on you being PRESENT in class for the entire DEBATE!

In class  we will have our class debate on the global warming issue.  The debate will take place within each group. Each of your group members will each take one of the following roles to assume during the debate.  You are encouraged to come in costume and "dress the part" of your role for the debate! 

WITHIN YOUR GROUP, EACH STUDENT WILL SELECT ONE OF THE FOLLOWING ROLES:

 1.  Climate Scientist (IPCC contributor) <== this role should be selected by one person in the group!
 2.  Global Warming Denier  <== this role should be selected by one person in the group!
 3.  Corporate Manager/ Multinational Executive  (U.S., China, India, etc. - you select which one )
 4.  Environmental Non-Governmental Organization (NGO) 
 5.  Coal, Oil, Gas or Mining Interest -- executive or worker  (U.S. or abroad)
 6.  Insurance or International Re-Insurance Company Executive (e.g., see LINK)
 7.  Working Class American  
 8.  Upper-class American  
 9.  Renewable Energy Small Business Leader  (e.g. Solar panel installations)
10.  Automotive or Transportation Sector Executive, Business leader, or Dealer
11.  Resident of Tuvalu  (the Pacific island nation in danger of inundation -- see LINK)

 

       THE DEBATE QUESTION IS: 

Should the United States take aggressive
and immediate action to slow global warming?

Your assignment is to do some reading and research to develop the debate perspective of someone in your "role."  You will also get a chance to present and argue what YOU think about the issue!

This I-5 Assignment will help you prepare for the debate and it will also help enhance your understanding of the class material on Global Warming.  The items marked by a ü are items for which you will write something up to submit for grading.

Step 1:  REVIEW OF BACKGROUND MATERIAL NEEDED TO PREPARE YOUR ROLE

 q       Review Topics # 13 through 17 (which you will be doing anyway to study for the final exam!)

 q       Read SGC E-Text Chapter 16 (pp 329-339) on "Policies to Slow Global Warming" and "Economic Consequences of Global Warming." 

 q       Read (or review) DIRE PREDICTIONS, Part 5 ( pp 156-197) on "Solving Global Warming"  -Also rveview the earlier sections that summarize the science, the projections, the impacts, and who is vulnerable -- these may provide info for your arguments from the perspective or your role.

 q       View LESSON 4 of the I-4 Climate Science Basics Tutorial   -- The section  on IPCC's SRES Emission Scenarios (Section 10 and following) will give you a good idea on what can be expected in the future under different mitigation actions (agressive or not) for reducing CO2 emissions.

q        If you want to "wow" your debate opponents (and the grader!), search out recent news items, articles, stories on current events, and other sources that will help you understand the pespective of  YOUR ROLE!  

q       Become knowledgable about why some people are still denying that global warming and climate change are a problem . . . but also seek out solutions that might be agreeable to people having several different perspectives.  Some things to think about:

     -  What solution would a person in your ROLE propose or oppose??  WHY?
  -  If no solution is perfect, are some solutions better than others for your role?  For other roles?

 

 STEP 2: WRITE UP YOUR DEBATE NOTES 

 (a) ONE-MINUTE STATEMENT & DEBATE POINTS  

 ü q   Compose a 1-MINUTE STATEMENT that will be your "Opening Debate Statement" in response to the following question:   Should the United States take aggressive and immediate action to slow global warming?   
[NOTE: "aggressive action" means a concrete action (as opposed to the current wait and see, "busniness as usual" option) such as:  sign an International Climate Treaty, set a comprehennsive domestic policy agenda to reduce or tax GHG emissions, initiate cap and trade (or some policy like it), substantially invest in renewable energy thorugh subsidies tax breaks, substantially invest in a strong "green jobs" initiative,  etc.]   (4 pts)

  • Start your statement by answering "Yes" or "No" and then include points to support your answer.   

  • Type this out as your "script" for how you would begin your debate speech (It must be in complete sentences).

 ü q Make a list of  2-3 key "bullet" points to support your argument. Your lists should be made up of brief phrases or sentences, not long paragraphs.  Type these out so you are ready to use them in the debate.  (2 pts)

ü q    Make a list of 2-3 key counterpoints that argue against your view which you think your opponents (in other roles) might raise regarding your argument. (2 pts)

  ü q Type out your lists or points and counterpoints, as well as the responses to the counterpoints. 

 

 (b) YOUR OWN VIEW! ( 5 pts)

  ü q    Now type out 1-2 paragraphs to eloquently presents your OWN view on the debate question, substantiating it and defending it (as you did above, e.g. points, counterpoints and arguments against counterpoints).

GUIDELINES:   Write "your own view," in paragraph format.  To substantiate your view, you should include the key scientific points that most convince you (in bullet form or integrated into your paragraph) and explain why you find this evidence convincing.  In your justification of your own view you should also recognize that there are other sides to the debate (counterpoints) and address some of these counterpoints as needed.  Some may be valid, but not convincing enough to you -- if so, explain why not.  Bs sure you close with a strong conclusion  that restates your view and the most convincing evidence for it.

Your pragraph(s) will be graded on how well you present a convincing and science-based substantiated argument, not whether your personal viewpoint is a "Yes" or "No" to the debate question.

 

             (c) REFERENCES  (2 pts)
 

ü q    For (a) & (b)  include REFERENCES for your points and counterpoints, by referring specifically to the items that support your role's view and your own view (in textbooks, class notes, and any other articles or items you've located yourself.

            (To reference:   List abbreviated title of textbook (SGC, DP or Class Notes) plus the page #.  For online newspaper articles, list URL, title of article, date, and newspaper source; for webpages list webpage name and the URL, for more standard references, use referencing format described in Assignment I-1.) 

            

ü q    SUBMIT  (a) & (b) above to the D2L DROPBOX by 30 minutes before class on FRIDAY Nov 30th ( the day of the debate).  Then be sure to attend class to participate IN the debate for full credit -- see STEP 3 . . .

 

STEP 3: THE DEBATE! 

            (d) PARTICIPATE IN THE DEBATE!

     q     Show up in class on Nov 30th for the debate and participate actively!  You will debate/discuss WITHIN your own group (not in front of the whole class).  (5 pts for the G-6 Group Activity)

- be ready to respond to other character’s talking points
· Don’t use all your talking points at once
· Have fun- stay in character- don’t take the debate personally!

    q     Be sure to bring a copy of your assignment (paper or electronic)  with you to use as your SCRIPT for the debate!      During the class debate on Nov 30th you will use your completed assignment as "a script" to:  read your ONE-MINUTE STATEMENT, argue your DEBATE POINTS & COUNTERPOINTS, and  share YOUR OWN VIEW. 

 After the debate we will "vote" as a class on the DEBATE QUESTION!!

REMEMBER: 5 pts will be awarded for the G-6 activity based on you being PRESENT in class for the DEBATE!!