Due - Thurs, March 19
Based on your class discussion/film clip notes, the Heller and McDonald decisions, and the class articles, are Va governor Terry McCaullife's gun proposals constitutional? Why or why not?
Your response should be two pages typed, double spaced.
http://www.nydailynews.com/new-york/mayor-bloomberg-criticizes-virginia-repeal-20-year-old-gun-law-article-1.1031149
http://www.washingtonpost.com/opinions/one-gun-a-month-was-obsolete-in-virginia/2012/04/20/gIQAhVMKWT_story.html
http://www.washingtonpost.com/local/virginia-politics/mcauliffe-to-unveil-gun-control-measures-including-expanded-background-checks/2014/12/13/666f61f2-8146-11e4-8882-03cf08410beb_story.html
http://www.nytimes.com/2013/02/03/business/the-ar-15-the-most-wanted-gun-in-america.html?_r=0
http://www.theatlantic.com/magazine/archive/2011/09/the-secret-history-of-guns/308608/
Rubric:
Historical Synthesis and Understanding
16
- Demonstrates a sharp and sophisticated understanding of Supreme Court decisions, relevant historical precedents, and the cause and effect relationship between significant events.
- Accurately discusses D.C. v Heller and McDonald v Chicago
- Accurately compares, contrasts, and critiques arguments and interpretations
presented by different Supreme Court justices regarding the Second Amendment
- Accurately references the relevant legal terms and concepts such as specific types of judicial review and due process
12 - Demonstrates
a clear understanding of Supreme Court decisions,
relevant historical precedents, and the cause and effect relationship
between significant events.
- Accurately discusses D.C. v Heller and McDonald v Chicago
- Accurately compares, contrasts, and critiques arguments and interpretations
presented by different Supreme Court justices regarding the Second Amendment
8 - Demonstrates limited understanding of Supreme Court decisions,
relevant historical precedents, and the cause and effect relationship
between significant events.
- Attempts to discuss D.C. v Heller and McDonald v Chicago
- Attempts to compare, contrast, and critique arguments and interpretations
presented by different Supreme Court justices regarding the Second Amendment
4 - Demonstrates little to no understanding of Supreme Court decisions,
relevant historical precedents, and the cause and effect relationship
between significant events.
- Does not discuss or inaccurately discusses D.C. v Heller and McDonald v Chicago
- Does not or inaccurately compare, contrast, and critique arguments and interpretations
presented by different Supreme Court justices regarding the Second Amendment
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 Counterclaim
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
