iRubric: Bill of Rights Debate rubric

The student:
Cannot name or recognize any of the amendments in the bill of rights.
Cannot state, in their own words, any of the arguments or principles that led to the Bill of Rights.

The student:
Can name and recognize less than half of the amendments in the Bill of Rights.
Can state, in their own words, less than half of the arguments and principles that led to the Bill of Rights.

The student:
Can name and recognize most of the amendments in the Bill of Rights.
Can state, in their own words, most of the arguments and principles that led to the Bill of Rights.

The student:
Can name and recognize all 10 of the amendments in the Bill of Rights.
Can state, in their own words, the arguments and principles that led to the Bill of Rights.

The student does not state anywhere in their argument what amendment they are focusing on and what their position on it is.
The argument:
Is not based on any historical argument.
Is anachronistic.
Contains no evidence from any credible source.

The student implies the amendment they are focusing on and/or their position on it somewhere in their argument.
The argument:
Is loosely based on a historical argument made in the original debate in the Bill of Rights.
Is mildly anachronistic.
Contains only 1 fact or 1 source to support their argument.
Contains information and sources are not credible.

The student states the amendment they are focusing on and their position on it somewhere in their argument.
The argument:
Is mostly based on a historical argument made in the original debate in the Bill of Rights, with some deviation from the original.
Contains only 2 facts or 2 credible sources to support their argument.

The student starts their argument by clearly stating the amendment they are focusing on and whether they are arguing in favor of or in opposition to the amendment.
The argument:
Is based on an argument or political position from the original Bill of Rights debate.
Contains at least 3 facts from at least 3 credible sources to support their argument.
Follows the structure of what makes a good argument: True and relevant premises that lead to a conclusion that doesn't beg t

The student:
Does not cooperate with their group.
Is very disrespectful during the debate.
Frequently interrupts, insults, and/or threatens other students in the debate.
Does not use any of their arguments to support those of their fellow group members.

The student:
Has trouble working as a member of a group.
Is disrespectful more than half of the time during the debate.
Insults or threatens other students at least once and interrupts them more than 3 times.
Has trouble analyzing and/or challenging the opposing group's arguments or does so in a disrespectful way.
Does not use most of their arguments and research to support those of their fellow group members.

The student:
Works with their group.
Is respectful in the debate most of the time.
Does not insult or threaten any other student and interrupts them 3 or fewer times.
Can analyze and challenge the opposing group's arguments.
Uses most of their arguments and research to support those of their fellow group members.

The student:
Works well in their group.
Is respectful in the debate.
Does not interrupt, insult, or threaten any other student in the class.
Can analyze and challenge the opposing group's arguments in a respectful manner.
Uses their arguments and research to support those of their fellow group members.