Chemical Weapons Zine:

Author Bio + Debate Task Card

Objective: Students will create an author bio describing who they are, explaining why they have credibility,
and why it is important to include different perspectives. We will also be working on constructing a debate
wherein students argue or defend the use of chemical weapons.
DUE DATES:
Author Bio - February 20th /21st
Group Argument - March 8th /9th
Socratic Debate - March 13th /14th

Overview: Chemical weapons are devices used by people in times of war or conflict. Those using the
weapons may believe they are fighting for their beliefs and defending what they think is right, while those who
are affected by the weapon may believe it is a crime against humanity. When discussing the topic of chemical
weapons nonetheless, there are always two sides. Who is to say what is good and what is bad? Before we
take a stance, we need to critically evaluate all perspectives and defend our position with pathos, ethos, and
logos.

Discussion Questions
1. Does the use of chemical weapons constitute a war against humanity?
2. What is the human cost of chemical weapons?
3. Is the use of chemical weapons ever justified?

Task
 Interview a classmate in your Zine group.
 Create an Author Bio explaining why your classmate is a credible author.
 Take a stance on chemical weapons, for or against, and create an argument. This
should include a hook, background information, a claim, supporting evidence, the
counter argument, rebuttal, and conclusion.
 Present the position and research in a classroom socratic debate.

Task Evaluation Criteria Focused on for Author Bio

 LT 5: Write narratives to develop real experiences using effective techniques and well-chosen details.
 LT 12: Use proper language conventions.

Task Evaluation Criteria Focused on for Socratic Debates

 LT 1: Cite strong and thorough textual evidence to support analysis of the text.
 LT 3: Write an argument that incorporates all argumentative elements effectively.
 LT 10 - Individual: Socratic seminar.
 LT 10 - Group: Socratic seminar.
 LT 12: Use proper language conventions.
 Resource #1 ~ Interview
What to Include in your Biography
Who are you? Why are you telling this story?
Why do you have credibility?

Interviewer: ____________________ Interviewee: ____________________

1. Who are you? (student, sister, brother, athlete, etc.)

________________________________________________________________________

2. Where are you from?

_________________________________________________________________________

3. What have you done that makes you a credible scholar? (talk about research from other
classes)
________________________________________________________________________

4. Do you have any experience sharing the perspective of someone who isn’t normally heard?
(including yourself) (representation vs reality of south LA)
________________________________________________________________________

5. What is your knowledge or experience with weapons?

________________________________________________________________________

6. Why do you think it is important to get all perspectives when learning new information?

________________________________________________________________________

7. What are some of your aspirations?

_________________________________________________________________________
 Resource #2 ~ Writing the Bio
What to write in your Biography
Who are you? Why are you telling this story? Why do you have credibility?

1. (insert name) is a…(student, sister, brother, athlete, etc.)

Ms. Castillo is an English teacher at Hawkins High School…

2. They are from...

Ms. Castillo is from Los Angeles, CA…

3. She/He/They are a credible scholar because..(talk about research/skills from your schooling)
She is a credible scholar because she has been teaching for several years.

4. Some experience(s) she/he/they have with sharing the perspective of someone who isn’t normally heard
include(s)...
Some experience Ms. Castillo has with sharing the perspective of someone who isn’t normally heard include
her time in teaching schools within the Los Angeles area and...

5. Her/His/Their knowledge or experience with weapons is…

Her knowledge of weapons comes from her involvement with the community...

6. (insert name) believes understanding all perspectives when learning new information is important
because….
Ms.Castillo believes understanding all perspectives when learning new information is important because as a
teacher, she must teach her students how to critically think about the information they receive.

7. Some of her/his/their aspirations (hopes/dreams/wishes) include...

Some of her aspirations include continuing social justice work in schools and creating a positive learning
space for Hawkins students.

Final Draft
Write your final draft of your bio in the space below. Be sure to expand on your responses above:
 Resource # 3 - Rubric for Author Bio
4 - Mastery 3 - Proficiency 2 - Basic Ability 1 - Novice Ability 0 - Far Below
Basic

LT 5: Write Incorporates a Incorporates a Incorporates bio in Incorporates general Has a general bio
narratives to compelling bio in convincing bio in detail to establish bio with minimal that lacks any
develop real detail to establish detail to establish some credibility and credibility and techniques and
experiences credibility and credibility and some character. minimal character. details.
using effective character. Responds character. Responds Responds Responds
techniques and thoroughly to all of thoroughly to 4-5 of thoroughly to 2-3 of thoroughly to 1-2 of
well-chosen the interview the interview the interview the interview
details. questions. questions. questions. questions.

LT 12: Use Author Bio is free Author Bio has only Author Bio has Author Bio has Author Bio has
proper language from errors in an error in one of the errors in more than some errors in the many errors in the
conventions grammar, following areas; one of the following following areas; following areas;
capitalization, grammar, areas; grammar, grammar, grammar,
punctuation, and capitalization, capitalization, capitalization, capitalization,
spelling. punctuation, and punctuation, and punctuation, and punctuation, and
spelling. spelling. spelling. spelling.

Resource #4 - Rubric for Socratic Debate

4 - Mastery 3 - Proficiency 2 - Basic Ability 1 - Novice Ability 0 - Far Below Basic

LT1:Cite strong and Socratic Debate Socratic Debate Socratic Debate Socratic Debate No Socratic Debate
thorough textual uses a citation for cites more than cites at least one uses the provided submitted/ No citations
evidence to support each argument two credible credible source class citation and used
analysis of what the section. Citations citations. Citations relevant to the does not infer
text says explicitly are credible and are credible and group argument. strong connections
as well as relevant to the relevant to the between the
inferences drawn group argument. group argument. citation and group
from the text argument.

LT3:Write an All 4 of the debate About 3 of the About 2 of the About 1 of the Debate sections do not
argument that sections are debate sections debate sections debate sections deliver a cohesive
incorporates all complete and are complete and are complete and are complete and argument.
argumentative demonstrate a demonstrate a demonstrate a demonstrate a
elements effectively compelling strong argument coherent argument general argument
argument in in Socratic in Socratic in Socratic Debate.
Socratic Debate. Debate. Debate.

LT10 (group): All group Most group Half of the group One group No participation in
Prepare and members members members member Socratic
participate participate in participate in participates in participates in Debate/minimal
effectively in a Socratic Debate. Socratic Debate. Socratic Debate. Socratic Debate. participation in Socratic
Socratic Seminar. Debate

LT10 (individual): Student delivers Student delivers Student clearly Student generally Student does not
Prepare and their respective their compelling delivers their delivers their deliver their respective
participate argument section argument section respective respective argument section.
effectively in a with conviction. with assistance. argument section argument section
Socratic Seminar. with assistance. with assistance.

LT12: Use proper Socratic Debate is Socratic Debate Socratic Debate Socratic Debate Socratic Debate has
language free from errors in has only one error has more than one has more than one many errors in the
conventions grammar, in one of the errors in one of the errors in more than multiple areas:
capitalization, following areas: following areas: one of the following grammar,
punctuation, and grammar, grammar, areas: grammar, capitalization,
spelling. capitalization, capitalization, capitalization, punctuation, and
punctuation, and punctuation, and punctuation, and spelling. Improper
spelling. spelling. spelling. language conventions
make the Socratic
Debate difficult to
read.