Politics and Government Homework

Find and print two articles to use as evidence for your debate.

Analyze each article and annotate as you would for a current event: POV, Evidence, Connections, Reflection

Deabte Guidlines for Poly Government

Lincoln Douglass Debate

Order of speakers:

1. First Affirmative Constructive (4 minutes):
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

2. Negative Cross ex/rebuttalist
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

3. First Negative Constructive (4 minutes):

• Rebutts affirmative team’s initial argument
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

4. Affirmative Cross ex/rebuttalist
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

5. Second Affirmative Constructive:
• Rebutts negative team’s initial argument
• Re-presents affirmative values
• Continues to present the affirmative team’s arguments
• Presents evidence that supports the affirmative team’s values

6. Negative Cross ex/rebuttalist:
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

7. Second Negative Constructive:
• Rebutts affirmative team’s initial argument
• Re-presents negative values
• Continues to present the negative team’s arguments
• Presents evidence that supports the negative team’s values

8. Affirmative Cross ex/rebuttalist
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

9. Negative Cross ex/rebuttalist
• Restates the mistakes made by the affirmative team during cross ex
• Restates flaws in affirmative arguments
• Summarizes the negative team’s arguments

10. Affirmative Cross ex/rebuttalist
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments

First Affirmative Constructive (4 min)
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated

Background and Context
• Key Terms Defined
• Values Stated and Defined
• Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

First Negative Constructive (4 min)
Refutation:
• Directly responds to the values and arguments presented by the Affirmative Team
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
Arguments stated
Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Affirmative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Negative Constructive (4 min)
Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Democratizing Twentieth Century Homework - Due Monday May 2

Read Goss pgs 1-38

You must create an analysis table for each of the following terms. You may split this work up among the member of your group, but all of you must complete the reading.

Students for a Democratic Society
Free Speech Movement
Women's Strike for Peace
Limited Test Ban Treaty
Fidel Castro
Betty Friedan
Title VII of the Civil Rights Act
Mattachine Society/Daughters of Bilitus
Liberal Consensus
"teach-ins"
Eugene McCarthy
National Liberation Front
National Organization for Women
Stockley Carmichael
George Wallace
Vietnamization
George McGovern
Black Panthers
Red Power
Alcatraz/Wounded Knee
Cesar Chavez
Puerto Ricans
Chicano Student Movement
Asian Americans
Feminism
Rqual Rights Amendment
Mary Tyler Moore Show
Stonewall Uprising
Gay Rights Movement (consider GLF, Advocate, Toklas Democratic Club)
Sexism w/in Gay Rights Movement
Weathermen Underground
New Right

**You may combine some of these terms if appropriate

Democratizing Twentieth Century - New Left Presentations Rubric

Democratizing Twentieth Century - Project Guidelines

Each group should be prepared to make a 20 minute presentation and host a Q & A for about ten minutes.

Your presentation should answer following questions:

1. Why then? Why did the endeavor for this reform get underway when it did?

2. What gains were won?

3. What gains were sought but not won?

4. If the reform was only partially achieved, what limited its attainment?

Your presentation must:

-Contain a thesis that answers the questions above, focusing on the "Why then?" aspect especially.

-Contains clear agruments (at least 2) that support the thesis.

-Contains at least 6 quotes from 4 of the documents in Goss.

-Contains at least 6 quotes from Zinn and Who Built America.

-Contains at least 3 quotes from an outside source.

-Demonstrate an understanding of the historical time period by making connections to the Cold War and the Civil Rights Movement.

-Demonstrate an ability to use evidence to support a rational argument.

-Discuss at least one important person and one important organization that supported your movement.

-Discuss at least one person or organization that opposed your movement and discuss why.

-Be visually engaging, include images and possibly video to support your arguments; iclude art or music

-Include evidence of understanding of your topic and U. S. history

-Include evidence that cooperative work was done within the group.

Remember to consider the presentation that Sage and Arisa made to the class. You want to model your work of off it.

Your personal papers should discuss more deeply one of the essential questions or some other aspect of the presentation that your found interesting. It should use at least 5 of the pieces of evidence from your presentation. It should be between 3-4 pages and thoroughly checked for spelling and grammar errors.

Democratizing Homework

Read Zinn "The Impossible Victory" pg 469-487


Ho Chi Minh
Pentagon Papers
Chiang Kai-shek
President Truman
Haiphong
"domino theory"
memo of National Security Council
Ngo Dinh Diem
National Liberation Front
John Kennedy
Lyndon Johnson
Gulf of Tonkin
Napalm
My Lai 4
Tet Offensive

Politics and Government Homework

Reflection (2-3 paragraphs)

Agree or Disagree? Why?

The government should invoke eminent domain to encourage private development of economically distressed communities.