Politics and Government - Homework - Due Mon, May 4

For each group:

1 - First draft of constructives' speeches

2 - 10 cross ex questions

Democratizing Twentieth Century America - Homework - Due Friday, May 1

a) Read and construct primary source analysis:

National Organization for Women - Statement of Purpose (Gosse pg 107-109)

b) Read Gosse introduction pg 23-35 and take notes

Monday, I will be checking the following document analyses:

a) On the Ideology of Campus Rebellion (pg 57)
b) The Incredible War (pg 95)
c) Sex and Caste (99)
d) Toward a Revolutionary Youth Movement (129)
e) Remembering the Killings at Kent State (156)
f) VVAW Testimony to the U.S. Foreign Relations Committee (165) 

Politics and Government - Homework - Due Tues, April 28

Each team should be able to present

1 - Key terms in resolution with definitions.
2 - Two to three values with definitions.
3 - Two arguments per value with a total of no less than four arguments.

Democratizing Twentieth Century - Homework - Due Friday, April 24

Read Document 41 in Gosse - Remembering the Killings at Kent State

Construct a primary source analysis

Democratizing Twentieth Century America - Two Days in October Transcript

Two Days in October PBS 

Debates will be held Monday, May 11. You will have some class time, but we will be starting a new unit soon. You will have to meet and work with your group outside of class.

The death penalty is consistent with our constitution.

Round 1

Affirmative: Isiah, Liam, Zoltan
Negative: Tabatha, Alena, Gabby

Round 2 

Affirmative: Andrea, Kaya, Kenneth
Negative: Summer, Osvaldo, Madison

The right to bear arms is an essential component of ordered liberty.

Affirmative: Sam, Quinn, Giancarlo
Negative: Ella, Sara, Sophia

Government should improve educational opportunities for disadvantaged students by providing vouchers to attend private and parochial schools.

Affirmative: Jasmine, Ming, Carmen, Nhajee
Negative: Lisa, John, David, Anthony

That religious dress and symbols should be banned in public schools.

Affirmative: Fergus, Radhimir, Shahriyar
Negative: Karisa, Kasey, Stela

If your name is not part of a debate pairing you have been assigned an alternative essay. You may select one of the resolutions as your focus.

Democratizing Twentieth Century America - Homework - Due Wed, April 22

Read Zinn pg 485 - 502

1 - Discuss opposition to the war and draft. How did people demonstrate/voice their opposition. Discuss the impact of the Civil Rights Movement.

2 - Discuss the expansion/proliferation of the Antiwar Movement. Why/how did opposition to the war begin to transcend class and religious barriers?

3 - Identify: Pentagon Papers

4 - Identify: Catonsville Nine

5 - Primary Source Analysis: Mary Moylan letter, pg 489

6 - Discuss the antiwar activism of students. In what ways did student activism shape public opinion regarding the protests.

7 - Discuss the Gallup polling data regarding public opinion and the war.

8 - How were race, income, education and gender linked to attitudes about he war.

9 - Discuss opposition to the war within the military.

10 - Identify: Sam Choy

11 - How did the invasion of Cambodia and Laos impact attitudes about the war? Discuss Nixon's management of the war.

Credit Recovery - Essay

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?

-How could the Constitution be revised to make it more democratic?

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.



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?

E) United States Constitution, Federalist  

F) Other selected handouts 
 
G) 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

Democratizing Twentieth Century - Homework - Due Wed, April 15

Read 469-485 in Zinn, take notes, identify the following: 

Ho Chi Minh
Pentagon Papers
Chiang Kai-shek
President Truman
Haiphong
Viet-Cong
"domino theory"
memo of National Security Council
Ngo Dinh Diem
National Liberation Front
John Kennedy
Lyndon Johnson
Gulf of Tonkin
Napalm
My Lai 4
Tet Offensive
Civil Rights/Black Power/Anti-War Movement