Credit Recovery - Sentence Starters

Sentence Templates + Transitions

Taken, with some edits, from: https://docs.google.com/document/d/1sCbZ7FHOQLQxMdMM4h5o6v8wkMJPFfISmwNPY8xcvOw/edit

Introducing What “They Say” A number of _______ have recently suggested that __________. It has become common today to dismiss (or make fun of) __________. In their recent work, Y and Z have harshly criticized ___________ for ___________. Introducing What an Author Says X acknowledges that _____________. X agrees that _____________. X argues that _____________. X believes that _____________. X denies/does not deny that _____________. X claims that _____________. X complains that _____________. X concedes that _____________. X demonstrates that _____________. X celebrates the fact that _____________. X insists that _____________. X questions whether _____________. X reminds us that _____________. X reports that _____________. X suggests that _____________.

Introducing “Standard Views” Americans today tend to believe that ______________. Common sense seems to say that _________________. It is often said that __________________. Many people assume that ______________.

Introducing an Ongoing Debate In discussions of __________, one controversial issue has been ____________. On the one hand, ______________ argues __________________. On the other hand, ______________ opposes _____________. Others even believe ______________. My own view is ______________. When it comes to the topic of ________, most of us will readily agree that __________. Where this agreement usually ends, however, is on the question of _____________. While some are convinced that _____________, others believe that _____________.

Using a Quotation (i.e., Backing up your argument with proof) X states, “_______” ( ). Standage states, “Some [drinks] have served to highlight the power and status of the elite” (2). According to X, “____” ( ). According to Standage, “Wine was the lifeblood of [Greece]” (3). X himself writes, “_______” ( ). Standage himself writes, “Six beverages... chart the flow of world history” (2). Odysseus himself says, “I longed for sweet Penelope” (9.21). In his book, ______________, X maintains that “________” ( ). In his book, A History of the World in Six Glasses, Standage maintains that “Greek and Roman knowledge... had been safeguarded and extended by scholars in the Arab world” (4). Writing in the magazine ________, X complains that “____________” ( ). Writing in the online magazine Salon, Weitz complains that “reality television is little more than gladiatorial combat” (3). X agrees when she writes, “_____” ( ). I believe wine was the most influential drink in history. Standage agrees when he writes, “Wins was the lifeblood of [Greece]” (4).

Explaining a Quotation (i.e., Showing that you understand what the quote says) Basically, X is saying _______. Basically, Standage is saying that wine is what made Greece and Rome so powerful. That’s a pretty bold claim. In other words, X believes ____________. In other words, Standage believes that beer was crucial in the founding of ancient civilizations. It’s almost as if he’s saying that beer built the pyramids. In making this comment, X urges us to ________. In making this comment, Standage urges us to look at something as common as a bottle of Coca Cola and to consider its historical significance. X’s point is that _________. Odysseus’ point is that, since he is a man, he couldn’t help but fall for Circe’s beguiling manner. The essence of X’s argument is that _____________. The essence of Tanner’s argument is that memorizing massive lists of vocabulary will pay off in the future when difficult words are encountered.

Establishing Why Your Claims Matter (i.e., Why should I care about this argument?) X matters because _____________________. High school matters because it either opens or closes doors into the rest of my life. Although X may seem trivial, it is in fact crucial in terms of today’s concern over _________________. Although doing homework may seem trivial, it is in fact crucial in terms of succeeding in high school and developing my brain. Ultimately, what is at stake here is ________________________. Ultimately, what is at stake here is my lifelong flourishing; being lazy now means being unhappy for decades. Although X may seem of concern to only a small group of _________________, it should in fact concern anyone who cares about ________________. Although high school may seem of concern to only a small group of nerdy students, it should in fact concern anyone who cares about having an enjoyable life.

Transitions

For ADDING IDEAS:

also                            another                      in fact        equally important         moreover
furthermore                  additionally                indeed        in addition              

For MAKING A CONTRAST:

however                             nevertheless                      although                       conversely   
on the contrary                 notwithstanding                 even though                  all the same                             on the other hand             by contrast                         nonetheless

For COMPARING:

likewise                               equally                      along the same lines
similarly                             in comparison            in the same way

For CITING AN EXAMPLE:

for example                          in other words            in fact
for instance                          specifically                 after all
as an illustration                 consider        

For SHOWING RESULTS:

accordingly                                hence                              consequently
as a result                                  thus                                 therefore

For REINFORCING AN IDEA:

especially important                          above all                                        most noteworthy
especially relevant                            a significant factor                         most of all       

For ELABORATING (expanding upon a point):

actually                      by extension                  to put it another way
to put it bluntly          in short                         to put it succinctly
in other words           ultimately

For CONCLUDING:

clearly                                  hence                        consequently
obviously                             therefore                   thus
in short                                all in all

Credit Recovery - More Cases

http://www.pbs.org/wnet/supremecourt/pop_landmark_cases/index.html

Credit Recovery - Key Cases

Marbury v Madison 

Barron v Baltimore 

Cherokee Indian Cases 

Dred Scott v Sanford 

Plessy v Ferguson 

Griswold v Connecticut 

Roe v Wade 

Roe v Wade - dissent 

Casey v Planned Parenthood 

Bowers v Hardwick 

Lawrence v Texas

Obergefell v. Hodges 

Miranda v Arizona 

Kelo v New London

Credit Recovery Essay

EQ - How has the court been used to expand/inhibit liberty? 

Essay should be 5 pages, typed, double spaced, works cited

Answer the essential question using the cases and readings from class.

You may discuss, but are not limited to:

Slavery

Freedom of Religion

Rights of the Accused

Race and Discrimination

Gay Rights

Abortion Rights

Right to Bear arms

Takings Clause

Right to Privacy

Rubric for Essay
 HISTORICAL CONTENT  

16 - Demonstrates a sharp and sophisticated understanding of the historical time period, the cause and effect relationship between significant events, and the Constitution. Discusses important events leading up to relevant Supreme Court cases.
     - Identifies and discusses the fundamental rights and Constitutional questions at issue in a clear and sophisticated manner. 
     - Uses key content vocabulary such as "judicial review" or "equal protection." 

12 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events.
     -  Identifies and discusses the fundamental rights and Constitutional questions at issue. 

8 - Demonstrates a basic or superficial understanding of the historical time period and the cause and effect relationship between significant events
   - Identifies and discusses the fundamental rights and Constitutional questions at issue.

4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events.
 
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 sources (articles, texts) and Supreme Court opinions (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

Bill of Rights

http://billofrightsinstitute.org/founding-documents/bill-of-rights/

Credit Recovery - Key Cases (1)

Early Cases


Dred Scott 

Dred Scott

Rights of the Accused

Powell v Alabama 

Gideon v Wainright

Miranda v Arizona