Response Essay
In this unit we will examine the roots of our republic. Conventional wisdom suggests our republic is democratic in nature, reflecting the democratic impulses of our "founding fathers". Historians such as Howard Zinn seem to challenge this notion. Others such as Gore Vidal and Robert Dhal have more nuanced views. In this essay you will deconstruct the arguments of these historians to develop your own interpretation of the framers and their intentions when drafting the United States Constitution.
You will write a formal essay that demonstrates your understanding of class texts, lectures, films, and discussions. Your essay should be 5 pages, typed, double spaced, 12 pt font. In this essay you will construct an argument that responds to the following question:
Did the Constitution's framers intend to create a revolutionary and democratic government?
Your paper should discuss at least one of the following:
- The distinct feelings about revolution and democracy held by the "Founding Fathers"
- The structure of the government and/or the democratic or undemocratic aspects of each branch.
- The manner in which different "Founding Fathers" implemented the new Constitution; the way they used their roles in government to shape domestic and foreign policy.
Your paper should contain evidence from all of the following sources:
A) Inventing a Nation by Gore Vidal
B) "A Kind of Revolution" by Howard Zinn
C) How Democratic is the Constitution by Robert Dhal
D) Who Built America? pgs TBA (This is a class reference text. You must use workshop time in class to gather evidence from this book. You may not take it home.)
E) United States Constitution, Federalist
F) Excerpt from Gordon Wood essay "How Democratic is the Constitution?"
G) Class notes on lectures, films, discussions, and Constitution Center Field Trip
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HISTORICAL CONTENT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 the opinions and arguments presented by different historians regarding several of the framers and the Constitution
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss the opinions and arguments presented by one or two historians regarding one or two of the framers and the Constitution
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discusses the opinions and arguments presented by historians regarding the framers and the Constitution; provides a summary of events without making an argument
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 framers and the Constitution
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 framers and the Constitution.
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 framers and the Constitution
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 framers and the Constitution
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.
In this unit we will examine the roots of our republic. Conventional wisdom suggests our republic is democratic in nature, reflecting the democratic impulses of our "founding fathers". Historians such as Howard Zinn seem to challenge this notion. Others such as Gore Vidal and Robert Dhal have more nuanced views. In this essay you will deconstruct the arguments of these historians to develop your own interpretation of the framers and their intentions when drafting the United States Constitution.
You will write a formal essay that demonstrates your understanding of class texts, lectures, films, and discussions. Your essay should be 5 pages, typed, double spaced, 12 pt font. In this essay you will construct an argument that responds to the following question:
Did the Constitution's framers intend to create a revolutionary and democratic government?
Your paper should discuss at least one of the following:
- The distinct feelings about revolution and democracy held by the "Founding Fathers"
- The structure of the government and/or the democratic or undemocratic aspects of each branch.
- The manner in which different "Founding Fathers" implemented the new Constitution; the way they used their roles in government to shape domestic and foreign policy.
Your paper should contain evidence from all of the following sources:
A) Inventing a Nation by Gore Vidal
B) "A Kind of Revolution" by Howard Zinn
C) How Democratic is the Constitution by Robert Dhal
D) Who Built America? pgs TBA (This is a class reference text. You must use workshop time in class to gather evidence from this book. You may not take it home.)
E) United States Constitution, Federalist
F) Excerpt from Gordon Wood essay "How Democratic is the Constitution?"
G) Class notes on lectures, films, discussions, and Constitution Center Field Trip
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 the opinions and arguments presented by different historians regarding several of the framers and the Constitution
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss the opinions and arguments presented by one or two historians regarding one or two of the framers and the Constitution
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discusses the opinions and arguments presented by historians regarding the framers and the Constitution; provides a summary of events without making an argument
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 framers and the Constitution
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 framers and the Constitution.
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 framers and the Constitution
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 framers and the Constitution
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.
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