Wednesday, February 29, 2012
Politics and Government Case Presentation Schedule
Tues, March 20 - Duncan v. Louisiana: Casey, Matt, John
Davendra, Kristen, Travis
Robinson v. California: Ben, Elizabeth, Jonathan
Patrick, Julia, Kelsy
Wed, March 21 - Kelo v. New London: Jay, Sharif , Mecca
David, Abdul, Sarah
Gideon v. Wainwright: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Fri, March 23 - Furman v. Georgia: Amanda Pagano, Chloe, Elijah
Aloudin, Destinay, Rubin, Celeste
Gregg v. Georgia: Ruth, Kady, Lucas
Davendra, Kristen, Travis
Mon, March 26 - Atkins v. Virginia: Henry, Alina, Alex
Patrick, Julia, Kelsy
Penry v. Lynaugh: Jay, Sharif , Mecca
David, Abdul, Sarah
Tues, March 27 - Bowers v. Hardwick: Casey, Matt, John
Justin, Willie, Red-Tiger
Romer v. Evans : Sarah, Sophia, Lawrence
Davendra, Kristen, Travis
Lawrence v. Texas: Ly, Bianca, Amanda H.
Aloudin, Destinay, Rubin, Celeste
Wed, March 28 - Griswold v. Connecticut: Amanda Pagano, Chloe, Elijah
Patrick, Julia, Kelsy
Roe v. Wade: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Planned Parenthood v. Casey: Ruth, Kady, Lucas
David, Abdul, Sarah
Friday, March 30 - California v. Bakke: Ly, Bianca, Amanda H.
Davendra, Kristen, Travis
Gratz v. Bollinger: Ben, Elizabeth, Jonathan
David, Abdul, Sarah
Tuesday, April 17 - Debates
Davendra, Kristen, Travis
Robinson v. California: Ben, Elizabeth, Jonathan
Patrick, Julia, Kelsy
Wed, March 21 - Kelo v. New London: Jay, Sharif , Mecca
David, Abdul, Sarah
Gideon v. Wainwright: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Fri, March 23 - Furman v. Georgia: Amanda Pagano, Chloe, Elijah
Aloudin, Destinay, Rubin, Celeste
Gregg v. Georgia: Ruth, Kady, Lucas
Davendra, Kristen, Travis
Mon, March 26 - Atkins v. Virginia: Henry, Alina, Alex
Patrick, Julia, Kelsy
Penry v. Lynaugh: Jay, Sharif , Mecca
David, Abdul, Sarah
Tues, March 27 - Bowers v. Hardwick: Casey, Matt, John
Justin, Willie, Red-Tiger
Romer v. Evans : Sarah, Sophia, Lawrence
Davendra, Kristen, Travis
Lawrence v. Texas: Ly, Bianca, Amanda H.
Aloudin, Destinay, Rubin, Celeste
Wed, March 28 - Griswold v. Connecticut: Amanda Pagano, Chloe, Elijah
Patrick, Julia, Kelsy
Roe v. Wade: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Planned Parenthood v. Casey: Ruth, Kady, Lucas
David, Abdul, Sarah
Friday, March 30 - California v. Bakke: Ly, Bianca, Amanda H.
Davendra, Kristen, Travis
Gratz v. Bollinger: Ben, Elizabeth, Jonathan
David, Abdul, Sarah
Tuesday, April 17 - Debates
Poltics and Government Case Presentations Rubric
PRESENTATION RUBRIC
Background and Historical Context
4 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case
3 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case.
2 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; summarizes the facts of the case.
1 - Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events; weakly theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; does not discuss facts of the case.
Constitutional/Legal Understanding
4 - Clearly presents the relevant legal provisions and Constitutional question(s); provides concise summary of the Court's opinion; communicates a clear understanding of the opinion's arguments in a sophisticated manner; uses level three vocabulary; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
3 - Presents the relevant legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates an understanding of the opinion's arguments; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
2 - Presents legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
1 - Attempts to present legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
Evidence
4 - Provides succinct and relevant evidence from the majority (and possibly) dissenting opinions in a highly engaging manner; provides relevant, succinct direct quotes from majority and dissenting opinions
3 - Provides relevant evidence from the majority (and possibly) dissenting opinions; provides relevant direct quotes from majority and dissenting opinions
2 - Provides evidence from the majority (and possibly) dissenting opinions; provides direct quotes from majority and dissenting opinions
1 - Provides little or irrelevant evidence from the majority opinion
Significance
4 - Conveys a sophisticated understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses how the issue relates to current events and politics; mentions significant numerical and statistical/data
3 - Conveys a clear understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
2 - Conveys some understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
1 - Conveys little understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses no connections to a relevant current event; mentions no significant numerical and statistical/data
Discussion
4 - Facilitates engaging and interesting class discussion; provides visuals; raises interesting questions, claims and counter claims; all group members play a role in class discussion
3 - Facilitates interesting class discussion; raises interesting questions, claims and counter claims; all group members play a role in class discussion
2 - Facilitates class discussion; raises questions, claims and counter claims; most group members play a role in class discussion
1 - Facilitates little discussion; presentation is dominated by one or two group members
Background and Historical Context
4 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case
3 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case.
2 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; summarizes the facts of the case.
1 - Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events; weakly theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; does not discuss facts of the case.
Constitutional/Legal Understanding
4 - Clearly presents the relevant legal provisions and Constitutional question(s); provides concise summary of the Court's opinion; communicates a clear understanding of the opinion's arguments in a sophisticated manner; uses level three vocabulary; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
3 - Presents the relevant legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates an understanding of the opinion's arguments; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
2 - Presents legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
1 - Attempts to present legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
Evidence
4 - Provides succinct and relevant evidence from the majority (and possibly) dissenting opinions in a highly engaging manner; provides relevant, succinct direct quotes from majority and dissenting opinions
3 - Provides relevant evidence from the majority (and possibly) dissenting opinions; provides relevant direct quotes from majority and dissenting opinions
2 - Provides evidence from the majority (and possibly) dissenting opinions; provides direct quotes from majority and dissenting opinions
1 - Provides little or irrelevant evidence from the majority opinion
Significance
4 - Conveys a sophisticated understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses how the issue relates to current events and politics; mentions significant numerical and statistical/data
3 - Conveys a clear understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
2 - Conveys some understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
1 - Conveys little understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses no connections to a relevant current event; mentions no significant numerical and statistical/data
Discussion
4 - Facilitates engaging and interesting class discussion; provides visuals; raises interesting questions, claims and counter claims; all group members play a role in class discussion
3 - Facilitates interesting class discussion; raises interesting questions, claims and counter claims; all group members play a role in class discussion
2 - Facilitates class discussion; raises questions, claims and counter claims; most group members play a role in class discussion
1 - Facilitates little discussion; presentation is dominated by one or two group members
Tuesday, February 21, 2012
Politics and Government Break Homework - Due Monday, Feb. 27
Hey folks. I apologize for posting this late. It's due when you get back, but I understand if you need an extra day.
1) District of Columbia v. Heller
District of Columbia v. Heller (More detailed summary)
District of Columbia v. Heller (A simpler summary)
Colbert Report "Trigger Happy" - D.C. of Columbia v. Heller
Prepare a typed opinion analysis for submission. Remember to include excerpts from the opinion to support your work.
2) Mc Donald v. Chicago
Justices Extend Firearm Rights in 5-to-4 Ruling
The Aftermath of Mc Donald v. Chicago
Answer in notebook: What was the court's rationale for its ruling? What was the rationale behind the dissenting opinion? Which do you agree with and why? Why is this case significant? How do you think this ruling will impact the future of gun control?
3) Weeks v. United States
Identify the "exclusionary rule"
U. S. v. Santana
Identify "hot pursuit"
4) Mapp v. Ohio
Read and summarize. Be prepared to discuss.
5) Secret NYPD Demographic Unit revealed
Read and summarize article. State your opinion. (Graded for credit in notebook; expect to discuss)
6) Miranda v. Arizona
PBS Miranda v. Arizona
Summarize this case in notebook.
1) District of Columbia v. Heller
District of Columbia v. Heller (More detailed summary)
District of Columbia v. Heller (A simpler summary)
Colbert Report "Trigger Happy" - D.C. of Columbia v. Heller
Prepare a typed opinion analysis for submission. Remember to include excerpts from the opinion to support your work.
2) Mc Donald v. Chicago
Justices Extend Firearm Rights in 5-to-4 Ruling
The Aftermath of Mc Donald v. Chicago
Answer in notebook: What was the court's rationale for its ruling? What was the rationale behind the dissenting opinion? Which do you agree with and why? Why is this case significant? How do you think this ruling will impact the future of gun control?
3) Weeks v. United States
Identify the "exclusionary rule"
U. S. v. Santana
Identify "hot pursuit"
4) Mapp v. Ohio
Read and summarize. Be prepared to discuss.
5) Secret NYPD Demographic Unit revealed
Read and summarize article. State your opinion. (Graded for credit in notebook; expect to discuss)
6) Miranda v. Arizona
PBS Miranda v. Arizona
Summarize this case in notebook.
Sunday, February 12, 2012
Saturday, February 11, 2012
Democratizing Twentieth Century America - Feb Break Assignment - Due Mon, Feb 27
1) Read Zinn chap 17: "Or Does it Explode?"
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
Democratizing Twentieth Century America Homework - Due Wed, Feb 15
**be sure to scroll down, there are also assignments due Monday and Tuesday**
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
Democratizing America Homework - Due Tuesday, Feb 14
**please make sure you scroll down; there is an assignment due on Monday also**
1) Read the following:
The Battle of Britain
Italy and the Mediterranean
The Invasion of Russia
Japan and Pearl Harbor
Total War in the Pacific
The Fall of Germany
The Fall of Japan
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
1) Read the following:
The Battle of Britain
Italy and the Mediterranean
The Invasion of Russia
Japan and Pearl Harbor
Total War in the Pacific
The Fall of Germany
The Fall of Japan
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
Friday, February 10, 2012
Politics and Government Homework Due - Mon, Feb 13
Construct opinion analyses for the cases Everson v. Bd of Ed and Zorach v. Clauson. Your opinion analyses should mention the background and context, facts, provide summaries, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Monday. Your analyses should be 1-2 pages each. Please be prepared to participate in a class discussion about these cases.
You might want to check out these descriptions from Oyez, but please remember, your analyses should be of the opinions in the packet, not of the Oyez summaries.
MCCOLLUM v. BOARD OF EDUCATION
ZORACH v. CLAUSON
EVERSON v. BOARD OF EDUCATION
You might want to check out these descriptions from Oyez, but please remember, your analyses should be of the opinions in the packet, not of the Oyez summaries.
MCCOLLUM v. BOARD OF EDUCATION
ZORACH v. CLAUSON
EVERSON v. BOARD OF EDUCATION
Democratizing Twentieth Century America Homework - Due Mon, Feb 13
1) Finish reading - Fighting the Four Freedoms
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries with titles
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
3) Read Zinn pgs 424-432 (end of the page)
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
New World Order/Organization of nations after war
Korea/Japan
Korean War
Harry Truman (don't tell me 'we already did this'. I'd like you to discuss Zinn's perspective)
Truman Doctrine
Chiang Kai-shek
National Consensus/Cold War Consensus
Berlin Airlift
Increasing Nationalism in African Nations
Joseph McCarthy/McCarthyism **(two quotes)
Liberals and the Red Scare
5) The post WWII period is considered a point of "ideological realignment" in the United States? Why do you think this is so?
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries with titles
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
3) Read Zinn pgs 424-432 (end of the page)
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
New World Order/Organization of nations after war
Korea/Japan
Korean War
Harry Truman (don't tell me 'we already did this'. I'd like you to discuss Zinn's perspective)
Truman Doctrine
Chiang Kai-shek
National Consensus/Cold War Consensus
Berlin Airlift
Increasing Nationalism in African Nations
Joseph McCarthy/McCarthyism **(two quotes)
Liberals and the Red Scare
5) The post WWII period is considered a point of "ideological realignment" in the United States? Why do you think this is so?
Tuesday, February 7, 2012
Due March 16 - Democratizing Twentieth Century America Response Essay 2
We are studying WWII and the Cold War as a context for understanding how and why African Americans began to obtain full citizenship when they did. In your next essay, you will discuss the Civil Rights Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historical context, including the United States' emergence as a super power and its quest for world dominance during the Cold War.
This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:
a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other short films
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:
a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other short films
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the Civil Rights Movement, WWII and/or the Cold War
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
Monday, February 6, 2012
Politics and Government Homework - Due Wed, Feb 8
Read the following article. Take notes that convey central ideas and key facts. How does this relate to previous cases and precedents we have discussed in class? Be prepared to discuss your interpretations in class.
Supreme Court Upholds Law Barring 'Material Support' for Terror Groups
Supreme Court Upholds Law Barring 'Material Support' for Terror Groups
Politics and Government Homework - Due Monday, Feb 13
Use your packet of cases to construct opinion analyses for Everson v. Board of Education and Zorach v. Clauson. Your opinion analyses should provide summaries, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Monday. Your analyses should be 1-2 pages each.
Politics and Government Homework Due - Friday, Feb 10
1- Read the following summary and prepare a case analysis: Brandenburg v. Ohio
2- Read the following opinion and prepare an opinion analysis. Your opinion analysis should provide a summary, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Friday. Your analysis should be 1-2 pages.
Opinion
2- Read the following opinion and prepare an opinion analysis. Your opinion analysis should provide a summary, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Friday. Your analysis should be 1-2 pages.
Opinion
Democratizing Twentieth Century America Homework - Due Tues, Feb 7
1) Read - Fighting the Four Freedoms - pg 476 to 488 (up to Discrimination's Negative Effect on Morale)
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:
- chunked summaries
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)
Friday, February 3, 2012
Democratizing Twentieth Century Homework - Due Monday Feb 6
1. Make sure you've read through page 425 in Zinn.
2. For each term do the following:
a) describe in your own words
b) write a quote from the text about the term
1 - Socialist Workers Party
2 - Smith Act
3 - Attitudes toward Japanese
4 - Air raids/bombings
5 - Hiroshima/Nagasaki
6 - Manhattan Project
7 - Executive Order 9066
3. Answer each of the following questions. Provide one or two quotes from the text to support your answer.
a) Why did the Civil Rights Movement get underway when it did?
b) How was WWII a "war to save capitalism?"
c) How did WWII affect workers and unions?
d) Discuss the U. S.'s role in WWII
2. For each term do the following:
a) describe in your own words
b) write a quote from the text about the term
1 - Socialist Workers Party
2 - Smith Act
3 - Attitudes toward Japanese
4 - Air raids/bombings
5 - Hiroshima/Nagasaki
6 - Manhattan Project
7 - Executive Order 9066
3. Answer each of the following questions. Provide one or two quotes from the text to support your answer.
a) Why did the Civil Rights Movement get underway when it did?
b) How was WWII a "war to save capitalism?"
c) How did WWII affect workers and unions?
d) Discuss the U. S.'s role in WWII
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