Monday, February 11, 2013

Politics and Government - Scottsboro Essay - Due Tuesday, March 5

Your essay should be 4 pages, double spaced, 12 pt font. 

Rubric

HISTORICAL CONTEXT AND UNDERSTANDING: 
 16- Responds to all of the following in a clear and sophisticated manner:
  •  In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?

  • In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

  • Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?
    - And:
  • Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.
12- Clearly responds to all of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?
  • In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

  • Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?
    - And:
  • Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events.
 8Responds to two of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?
  • In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

  • Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?
    - And:
  • Demonstrates a some understanding of the historical time period and the cause and effect relationship between significant events.
 4Responds to one or less of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?
  • In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

  • Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?
    - And:
  • Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events.
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 Scottsboro an American Tragedy, Powell, and Norris.

3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from
Scottsboro an American Tragedy, Powell, and Norris; evaluates claim against some counterclaims.

2 - States a claim that is developed throughout much of the essay; provides some relevant evidence from
Scottsboro an American Tragedy, Powell, or Norris.

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 analytical tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay.

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.

2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a history essay in specific paragraphs or sections of the essay. 

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.


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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