Saturday, September 28, 2013

Politics and Government Homework Due - Tuesday, Oct 1

Read "The Federalist #10", annotate, and analyze as a primary source.  Your notes/analysis will be graded.  Please remember the elements of primary source analysis:

POV: What are the central ideas?  What does the author want you to know, think, and believe?
Evidence: How can you tell what the author wants you to know, think, and believe?  What does s/he say specifically?
Connections: What does this text say about the historical time period?  What events may have impacted the author’s writing?  How might this text have impacted future events? 

Reflections: What most surprised you about this text?  What inspired you?  What offended you?  Why?

**The Federalist #10 can be found in your U.S. Constitution Packet 

Politics and Government Homework - Due Wednesday, Oct 2

  • read pgs 7- 29 in How Democratic is the American Constitution?
1 - Robert Dahl references and discusses several of the framers: James Madison, Thomas Jefferson, Alexander Hamilton, George Wilson, George Mason.  For each, provide one quote be used to support either a claim or a counter-claim regarding the essential question - Did the Constitution's framers intend to create a revolutionary and democratic government? 

2 - Why did the framers construct a federal system instead of a unitary system?

3 - Discuss Hamilton's view about equal representation in the Senate.

4 - Discuss the "elevated discussion" that took place between Gunning Bedford of Delaware and Rufus King of Massachusetts.   

5 - Select and discuss at least three "undemocratic" features of the Constitution.  Why does Dahl feel these features are undemocratic?  Do you agree or disagree?  Explain.

6 - Discuss the colonial period/Declaration of Independence and its impact on American attitudes about natural rights.

7 - Discuss differences between the Federalists and the Democratic-Republicans.

8 - How did the availability of land impact the evolution of the republic?

9 - In what ways did amendments help to make the Constitution more democratic?  

10.  Discuss Hamilton's views of a republic and his attitude about democracy.  

11.  Why does Dahl title his chapter "What the Framers Couldn't Know"?

12.  On page 11, Dahl says "We can be profoundly grateful for one crucial restriction, the Framers were limited to consider only a republican form of government".  Why should we be grateful? What alternatives did the Framers have?

13.  What was the Sedition Act and why did it pass?

14.  How were senators selected?   



Read Zinn 96-102

Answer the following questions. Use the vocabulary list to assist you as you read. In addition to answering the questions, use each word in a sentence.

1. Discuss the right to vote in the new Constitution.

2. Zinn suggests that there is more to democracy than voting. What does he mean?

3. What was the basis for the "factional struggles that were developing?"

4. Why does Zinn seem to doubt that the "government...maintain[s] peace...as a referee between two equally matched fighters"?

5. Discuss the quote from Madison in Federalist #10. What does he want people to know, think believe?

6. Discuss the compromise between Northern business and Southern slaveholders.

7. Why do you think the Constitution protected "life, liberty and property" instead of the pursuit of happiness?

8. Write several sentences to describe the following terms. Include a quote for each.
a) Bill of Rights
b) Sedition Act
c) Whiskey Rebellion

popular election: universal suffrage (also universal adult suffrage, general suffrage or common suffrage) consists of the extension of the right to vote to adult citizens (or subjects) as a whole, though it may also mean extending said right to minors and non-citizens.

tumultuous: disruptive, characterized by unrest or disorder or insubordination; "effects of the struggle will be violent and disruptive"; "riotous times"; "these troubled areas"; "the tumultuous years of his administration"; "a turbulent and unruly childhood"

faction/factional: in politics, a political faction is a grouping of like-minded individuals, especially within a political organization, such as a political party, a trade union, or other group.

unison: corresponding exactly; "marching in unison"
occurring together or simultaneously; "the two spoke in unison"

apt: naturally disposed toward; "he is apt to ignore matters he considers unimportant"; "I am not minded to answer any questions"

pervade: to be in every part of; to spread through

tempestuous: stormy, characterized by violent emotions or behavior; "a stormy argument"; "a stormy marriage"

repress: put down by force or intimidation; "The government quashes any attempt of an uprising"; "China keeps down her dissidents very efficiently"; "The rich landowners subjugated the peasants working the land"

insurrection: rebellion, organized opposition to authority; a conflict in which one faction tries to wrest control from another

delusion: a fixed belief that is either false, fanciful, or derived from deception. Psychiatry defines the term more specifically as a belief that is pathological (the result of an illness or illness process). ...

lament: a cry of sorrow and grief; "their pitiful laments could be heard throughout the ward"

illicit: contrary to accepted morality (especially sexual morality) or convention; "an illicit association with his secretary"

delegate: a person appointed or elected to represent others

Politics and Government - Reflect

Consider the quote by Vidal: Rephrase in your own words.  Do you agree or disagree?  Why or why not? 



Thursday, September 26, 2013

Politics and Government Homework - Due Fri, Sept 28

Read analyze and complete a primary source analysis for U.S. Constitution, Article 1, Secs 1-3

Don't forget to read the introduction. 

Democratizing Twentieth Century America Homework - Due Friday, Sept 27

Finish questions from class.  

Wednesday, September 25, 2013

Democratizing Twentieth Century America Response Essay - Due Tuesday, Nov 12

Essential Question: Why then? Why did the Women's Suffrage Movement get underway when it did? (90%)

5 pages typed, double spaced, 12 pt font.

Reflection questions (10%):


What gains were won?  What gains were sought but not won?  If the reform was only partially achieved, what limited its attainment? 

1 page typed, double spaced, 12 pt font.

In this essay you must include evidence obtained from the following sources:

a) Howard Zinn - "The Socialist Challenge" and "War is the Health of the State"
b) Kerber, De Hart - "Industrializing America"
c) Who Built America? - "Radicals and Reformers in the Progressive Era" pgs 213-229 "Woman Suffrage", "Factory Reform and the Conditions of Labor", "The Garment Industry and Working Women's Activism", "Socialist, Marxists and Anarchists" and pgs 286-292 "Women Workers and Woman Suffrage"

**(this book is only available in class and you must use class workshop time to take your notes)
d) Women's Suffrage Packet
e) Business of Being a Woman 
f) PBS American Experience - Triangle Shirtwaist  
g) other selected class links and documents and film clips and class notes  

Rubric (seven categories)

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 at least 3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses  2-3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 1 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

4 - Demonstrates little or no understanding of the historical time period and/or the cause and effect relationships between significant events; inaccurately discusses the Women's Suffrage Movement and/or several institutions involved.


ORGANIZATION

4 - Writer creates a well-organized essay.  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
   

Politics and Government Response Essay - Due Thurs, Dec 19

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.  

3Writer’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