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 237-291 (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) Class notes on lectures, films, discussions
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HISTORICAL CONTENT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
ORGANIZATION
4 - Writer
creates a well-organized essay. Persuasive and nuanced arguments and analysis are sequenced logically to support the claim.
Writer makes effective use of transitions to
link all parts of the essay.
3 - Writer
creates an organized essay. Arguments
and analysis are sequenced logically to support the claim.
Writer uses transitions to link all parts of the
essay
2 - Writer
creates a somewhat organized essay.
Arguments and analysis are not always sequenced logically to support the
claim. Writer attempts to use transitions to link parts
of the essay.
1 - Writer
provides very little to no organization. Writer does
not use transitions to link any parts of the essay.
CLAIM AND CONTEXT
4 - Writer’s
claim provides a precise, nuanced interpretation of the sources that is
grounded in multiple perspectives, historical, political, and/or social
scientific context.
- The
introduction engages the reader and persuasively lays foundation for a
passionate argument. It identifies topic
of the essay and provides ample contextual information that builds the readers’
understanding of the claim.
- The conclusion continues and strengthens the
claim. It highlights significance,
expands insight and makes recommendations for future action.
3 - Writer’s claim
provides a precise, interpretation of the sources that is grounded in multiple
perspectives, historical, political, and/or social scientific context.
- The
introduction identifies topic of the essay and provides ample contextual
information that builds the readers’ understanding of the claim.
- The conclusion continues and strengthens the
claim. It mentions significance and makes
recommendations for future action.
2 - Writer’s
claim provides a general interpretation of the sources OR a lack of clarity
detracts from the claim.
- The
introduction identifies topic of the essay and provides superficial contextual
information that gives readers a partial understanding of the sources.
- The conclusion summarizes arguments and restates
the claim.
1 - Writers claim
only states a fact about the sources and offers no interpretation.
- The essay
lacks a clear introduction.
- The essay lacks a coherent conclusion.
EVIDENCE, ANALYSIS, AND COUNTER-CLAIM
4 - Writer
develops claim thoughtfully and persuasively using numerous relevant,
convincing pieces of evidence from both secondary and primary sources
(including direct quotation), and statistical/numerical data.
- Writer
cities specific textual evidence to support analysis of primary and secondary sources.
- Writer includes
statistical data as part of the evidence to bolster claims and/or devalue counterclaims
- Writer provides insightful, thorough analysis of the
evidence to support the claim, using the following critical reading strategies:
Explanation of what the text says
directly as well as analysis of meanings that are implied, hidden, hinted at,
or left ambiguous in the text.
Analysis of how the authors’ word
choices impact the biases of the sources.
Writer considers and discusses bias of authors when analyzing evidence.
Evaluates
the claims, premises, and evidence in both primary and secondary sources in
order to challenge counter arguments
and bolster initial claim.
3 - Writer
develops claim using sufficient relevant, convincing pieces of evidence from
both secondary and primary sources (including direct quotation), and
statistical/numerical data.
- Writer
cities textual evidence to support analysis of primary and secondary sources.
- Writer
includes statistical data as part of the evidence to support claims and/or
devalue counterclaims
- Writer provides thorough analysis of the evidence to
support the claim, using one or more of the following critical reading
strategies:
Explanation of what the text says
directly as well as analysis of meanings that are implied, hidden, hinted at,
or left ambiguous in the text.
Analysis of how the authors’ word
choices impact the biases of the sources.
Writer considers and discusses bias of authors when analyzing evidence.
Evaluates
the claims, premises, and evidence in both primary and secondary sources in
order to challenge counter arguments
and bolster initial claim.
2 - Writer
develops claim using some relevant evidence from the texts, including direct
quotations that support the claim.
- Writer provides a basic explanation of how the
evidence supports the claim.
1 - Writer uses
irrelevant or insufficient textual evidence to support analysis of text.
- Writer’s
analysis of the evidence does not support the claim.
STYLE AND CONVENTIONS
4 - Writer uses
a range of precise and varied vocabulary to elaborate or clarify ideas.
- Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text. - Mechanical
and grammatical errors are rare or nonexistent.
- Writer follows accepted conventions for
formatting text citations such as MLA standards, footnotes, and parenthetical
notes.
3 - Writer uses
a range of vocabulary to elaborate or clarify ideas.
- There are
few mechanical or grammatical errors.
- Writer follows accepted conventions for
formatting text citations and adheres to MLA standards.
2 - Writer uses basic
vocabulary to elaborate or clarify ideas
- There are many mechanical or
grammatical errors that do not generally interfere with the reader’s ability to
understand the essay.
- Writer attempts to
follow accepted conventions for text citations and works cited page.
1 - Abundant
mechanical and grammatical errors interfere with the reader’s ability to
understand the essay.
- In text citations and works cited page are
missing from the essay
