IS Junior Touchpoint #1

Created by Mira Loma High School IS Teachers

Updated 2007

__________________________ Student Name

__________________________

English Teacher / Period

_________________________ History Teacher / Period

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Introduction

In your U.S. History class, your teacher will be covering a variety of topics up to and including the Civil War and Reconstruction. During this important time in the history of America, there were individuals who used their powerful voices to move the nation towards a progressive future. These individuals were well aware of the persuasive techniques that one could employ to persuade citizens. This packet includes seven examples of individuals who attempted to persuade citizens using effective rhetorical techniques by drawing on Aristotle’s three methods of persuasion. By investigating these persuasive techniques, you will also learn how you can implement persuasive techniques in your writing in order to argue your ideas effectively and convincingly.

Assignment Essay Prompt:

Choose one document from the seven in this packet and type an essay that explains why it is persuasive, by focusing on the persuasive techniques, and how this document has influenced and had repercussions on American history.

Project Outline:

In order to create an essay that is analytical, persuasive, and well-researched, follow the following Project Outline:

• Review persuasive and rhetorical techniques • Choose and research one persuasive speaker / writer • Analyze the persuasive techniques in the document • Write an analytical essay arguing both a. Why the document was persuasive, and

b. How the ideas included in the document influenced American history.

You will be writing a multi-paragraph, analytical essay that must be properly cited. If you have formatting questions regarding MLA beyond what is reviewed in class, you should use the MLA Handbook to make sure that you are formatting your information correctly. Your U.S. History and English teachers will both be grading your paper, checking for content and correct format (MLA), as well as spelling and grammatical errors. Your teachers will also review the IS rubric in greater detail. In order to help you complete this assignment, this packet includes a “Document Analysis Worksheet” which you will fill out as part of your research for your specific speaker or writer. This packet also includes a sample speech by John F. Kennedy in which he effectively uses persuasive techniques, as well as a sample essay by a student, Kilgore Trout, who successfully analyzes the speech and agues how the speech had an important impact on American history. Students should note that Kilgore ends up using persuasive techniques of his own that demonstrate and prove his understanding of Kennedy’s intentions.

Essay Requirements:

Your essay must be typed in MLA format (double-spaced, 12 point, Times New Roman font), with a minimum of 600 words. You must have your name, the names of your US History and English teachers (including the periods), and the due date of the project. You must also have

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a creative title for your essay. You must have a Works Cited page that explains where you got the information that you used in your essay, as well as appropriate parenthetical citation in your essay that correlate with the Works Cited page. The English teachers will be looking for analysis of persuasive techniques and history teachers will be looking for historical context of document. When you turn in your essay, attach your Rough Draft behind your Final Draft. A student without a rough draft will receive a 0 for the assignment. Sources: Your essay must have at least three sources. These sources will be organized on your Works Cited page, as well as cited parenthetically in your essay. One of these three sources must be the historical document from this packet that you are writing about, and the other two must come from your research. At least one source must be a non-electronic source (encyclopedias, books, your textbook, etc.).

Grading

Your paper will be assessed using the attached IS analytical essay rubric. Remember that

missing components will lower your grade on this Touchpoint project. Your teachers expect you to use these essays as reflection pieces on what your strengths are in essay writing and what areas are in need of improvement. Therefore, do not use these essay grades for conflicts; rather, examine and reflect on how you can grow from this experience. The consequences for missing, or incomplete sections, is as follows:

• No Rough Draft attached behind your Final Draft=1 • No Works Cited page =1 • No parenthetical citations=1 • Inadequate number of sources=One letter grade per missing source • Handwritten Final Draft=1

Timeline

As the dates are made known to you, please write them down in the spaces below. DATE ACTIVITY

Intro. U.S. History Unit / Introduce Essay Library research in US History class Discuss essay terminology and formatting issues in English Rough Draft due in English / peer edit in English Final Draft due in English IS Grading Day for English and History Teachers Return essays and discuss common errors in English

Please Note: If you do not have IS English 3 or U.S. History, you still must complete the assignment for credit in the class that you have. This will require some individual research time on your part. It is highly recommended that you employ outside-class time for research.

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Classical Persuasive Techniques In this world, there are POWers in place that are trying to get your money, your vote, or something else from you. Persuasive techniques are always being used with the hopes that we will be persuaded and make decisions based on how they appeal to us as consumer, voters, etc. How do you decide which product to buy? How do you decide where to go out to eat? How do you persuade your parents to extend your curfew? All of these questions involve the methods of persuasion. The historical figures in this packet employ many of the techniques outlined below; it is your job to determine which of them they use effectively, and then use this as your basis for an argument in your essay. As you go through these ideas below, consider which ones you use on a daily basis, and how you implement different ones based on your intended audience. Aristotle’s Three Persuasive Techniques:

Over 2,000 years ago the Greek philosopher Aristotle argued that there were three basic ways to persuade an audience that you were right: ethos, logos, and pathos. LOGOS: THE APPEAL TO REASON

Most people believe themselves to be reasonable, therefore appealing to a person's sense of reason is the most effective means of convincing them to change their way of thinking. Ex: “ If we don't do this... then...” ETHOS: THE APPEAL TO CHARACTER

We all share certain common ideas, morals, and values of what is just and fair as well as what it is to be just and fair. By demonstrating your own, or appealing your opponent's sense, of what is right and fair you can create quite a powerful persuasive device. Ex: “Like you, I share a sense of horror and repulsion at what is happening...” PATHOS: THE APPEAL TO EMOTION

It is said that when emotion comes in through the door, reason departs via the window so use emotional pleas with care; persuasion often succeeds by the careful and considered use of emotion -- especially by showing how passionate you feel about your point of view. Ex: “Can we genuinely call ourselves human beings when we allow this kind of thing to continue unabated...” General Guidelines for a Persuasive Argument

• Include all three of Aristotle’s Persuasive Techniques • Appeal to a higher authority • Use words with strong connotation • Appeal to the common person • Use powerful imagery • Use stylistic and rhetorical devices, including:

o Chiasmus—the inversion of a parallel logical structure o Aphorisms—witty statement that contains profound truths o Rhetorical Questioning—A question used for effect, without a expected answer o Diction—the words the author chooses to use o Repetition—Emphasis on important words

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Power of Words Essay Organizer

First Paragraph: Introduce an overview of the Power of Words, introduce your historical figure, their speech, and conclude with your thesis (include persuasive techniques employed).

Second Paragraph: Place the document in a historical and social context (what is the document about and why was it written), and outline the times in United States. Do not include a biography of the figure (this is unnecessary).

Third and Fourth Paragraphs: Analyze the document for persuasive and rhetorical techniques, and stylistic devices, being certain to use parenthetical citation and well-integrated quotes with analysis.

Fifth Paragraph: To what extent the document’s words and ideas impacted history in the short term.

Sixth Paragraph: Conclude your essay by reasserting your argument, and then trace the long-term historical repercussions or influences to leave the reader with a sense of the impact this figure had, and more importantly the true POWer of his or her words.

FAQ: Frequently Asked Questions

Q: Do you cite the speech or where you got the speech? A: You cite what is in your hands, so cite this packet. Q: How? A: Name of person giving speech. Title of Article. Name of Packet. Place, Year of packet. Q: How do you quote a phrase? A: You quote it “like this.” The punctuation goes inside the quote. Q: Can you have a quote in your introduction? A: Yes, but be careful. Choose an attention-grabbing quote, one that is worthy. Q: Should I do a cover page? A: no.

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Q: Hey, what about one of those neat plastic covers? A: Please, no. Q: Should the essay be in present tense like my other academic essays? A: With this one, no, since you are talking about the historical past. Q: Can I use “I” or “me” or “we” in my essay? A: No. Keep yourself out of the essay. Q: Okay, so how many quotes? How many sources? A: Minimum of three sources from reliable and appropriate sources. One source will be the document from this packet, and one needs to be non-electronic (books, encyclopedia, textbook, etc.) Q: What if I forget my Works Cited page or fail to use parenthetical citation? A: Automatic “1” paper which is an “F”. Q: So what goes in the parenthesis after a quote? A: The author and the page number. Basically, the first word in the entry on the Works Cited page is what you use in parenthesis. Q: What about the title of my essay? A: Capitalize the first letter of each significant word. Do not underline or bold-face the title. Keep the title at size 12 Times New Roman, just like the rest of your essay. Q: For Works Cited, what if there are several publishing places or a bunch of publishing dates? A: Cite only the first publishing place. Cite only the most recent copyright date. Q: When quoting, where do the parenthesis go? A: They go at the end of the sentence. When in doubt, ask your teacher or consult the MLA handbook. Q: What is paraphrased citation? A: When you are using someone else’s ideas, even if you put them into your own words, you must still cite your source immediately after the paraphrased information, using parenthetical citation.

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Special Message to the Congress on Urgent National Needs President John F. Kennedy

Delivered in person before a joint session of Congress May 25, 1961

Mr. Speaker, Mr. Vice President, my co-partners in Government, gentlemen-and ladies:

The Constitution imposes upon me the obligation to "from time to time give to the

Congress information of the State of the Union." While this has traditionally been interpreted as an annual affair, this tradition has been broken in extraordinary times.

These are extraordinary times. And we face an extraordinary challenge. Our strength as well as our convictions have imposed upon this nation the role of leader in freedom's cause.

No role in history could be more difficult or more important. We stand for freedom. That is our conviction for ourselves--that is our only commitment to others. No friend, no

neutral and no adversary should think otherwise. We are not against any man--or any nation--or any system--except as it is hostile to freedom. Nor am I here to present a new military doctrine, bearing any one name or aimed at any one area. I am here to promote the freedom doctrine.

Finally, if we are to win the battle that is now going on around the world between freedom and tyranny, the dramatic achievements in space which occurred in recent weeks should have made clear to us all, as did the Sputnik in 1957, the impact of this adventure on the minds of men everywhere, who are attempting to make a determination of which road they should take. Since early in my term, our efforts in space have been under review. With the advice of the Vice President, who is Chairman of the National Space Council, we have examined where we are strong and where we are not, where we may succeed and where we may not. Now it is time to take longer strides--time for a great new American enterprise--time for this nation to take a clearly leading role in space achievement, which in many ways may hold the key to our future on earth.

I believe we possess all the resources and talents necessary. But the facts of the matter are that we have never made the national decisions or marshalled the national resources required for such leadership. We have never specified long-range goals on an urgent time schedule, or managed our resources and our time so as to insure their fulfillment.

Recognizing the head start obtained by the Soviets with their large rocket engines, which gives them many months of leadtime, and recognizing the likelihood that they will exploit this lead for some time to come in still more impressive successes, we nevertheless are required to make new efforts on our own. For while we cannot guarantee that we shall one day be first, we can guarantee that any failure to make this effort will make us last. We take an additional risk by making it in full view of the world, but as shown by the feat of astronaut Shepard, this very risk enhances our stature when we are successful. But this is not merely a race. Space is open to us now; and our eagerness to share its meaning is not governed by the efforts of others. We go into space because whatever mankind must undertake, free men must fully share.

I therefore ask the Congress, above and beyond the increases I have earlier requested for space activities, to provide the funds, which are needed to meet the following national goals:

First, I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth. No single space project in this period will be more impressive to mankind, or more important for the long-range exploration of space; and none will be so difficult or expensive to accomplish. We propose to accelerate the development of the appropriate lunar space craft. We propose to develop

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alternate liquid and solid fuel boosters, much larger than any now being developed, until certain which is superior. We propose additional funds for other engine development and for unmanned explorations--explorations which are particularly important for one purpose which this nation will never overlook: the survival of the man who first makes this daring flight. But in a very real sense, it will not be one man going to the moon--if we make this judgment affirmatively, it will be an entire nation. For all of us must work to put him there.

Secondly, an additional 23 million dollars, together with 7 million dollars already available, will accelerate development of the Rover nuclear rocket. This gives promise of some day providing a means for even more exciting and ambitious exploration of space, perhaps beyond the moon, perhaps to the very end of the solar system itself.

Third, an additional 50 million dollars will make the most of our present leadership, by accelerating the use of space satellites for worldwide communications.

Fourth, an additional 75 million dollars--of which 53 million dollars is for the Weather Bureau--will help give us at the earliest possible time a satellite system for world-wide weather observation.

Let it be clear--and this is a judgment which the Members of the Congress must finally make--let it be clear that I am asking the Congress and the country to accept a firm commitment to a new course of action, a course which will last for many years and carry very heavy costs: 531 million dollars in fiscal '62--an estimated seven to nine billion dollars additional over the next five years. If we are to go only half way, or reduce our sights in the face of difficulty, in my judgment it would be better not to go at all.

Now this is a choice which this country must make, and I am confident that under the leadership of the Space Committees of the Congress, and the Appropriating Committees, that you will consider the matter carefully.

It is a most important decision that we make as a nation. But all of you have lived through the last four years and have seen the significance of space and the adventures in space, and no one can predict with certainty what the ultimate meaning will be of mastery of space.

I believe we should go to the moon. But I think every citizen of this country as well as the Members of the Congress should consider the matter carefully in making their judgment, to which we have given attention over many weeks and months, because it is a heavy burden, and there is no sense in agreeing or desiring that the United States take an affirmative position in outer space, unless we are prepared to do the work and bear the burdens to make it successful. If we are not, we should decide today and this year.

This decision demands a major national commitment of scientific and technical manpower, materiel and facilities, and the possibility of their diversion from other important activities where they are already thinly spread. It means a degree of dedication, organization and discipline which have not always characterized our research and development efforts. It means we cannot afford undue work stoppages, inflated costs of material or talent, wasteful interagency rivalries, or a high turnover of key personnel.

New objectives and new money cannot solve these problems. They could in fact, aggravate them further--unless every scientist, every engineer, every serviceman, every technician, contractor, and civil servant gives his personal pledge that this nation will move forward, with the full speed of freedom, in the exciting adventure of space.

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Kilgore Trout

Mr. Quale; IS English 3, Period 5

Mr. Thompson; U.S. History, Period 4

12 October, 2006

American Astronaut: Kennedy’s Words Move a Nation

Speeches combine the compelling and immediate nature of the oral tradition with the

organized structure of a written argument. Persuasion has always been a cornerstone of speech

writing and delivery, something John Kennedy knew well when facing Congress and the

American people on May 25, 1961. Kennedy was able to use persuasive techniques such as

appealing to the common person and the repetition of important words or ideas, as well as

emotional, logical, and ethical appeals to the audience, all of which had an immediate and lasting

effect on America’s quest for space flight and a successful moon landing.

After receiving his party’s nomination for President in 1960, the Democrat Kennedy, in

his famous “New Frontier” speech, challenged America to surpass the Soviet space effort and be

the first nation to send a human to the moon. By early 1961, it was clear to all Americans that the

United States was losing the cold war space battle to the Soviets. Few could forget the launch of

the Soviet Union’s Sputnik satellite in 1957. It was clear to most citizens, that if the Soviet

Union combined both their advanced missile and space technology, they could achieve

devastating military dominance. While the Soviets were celebrating Sputnik and subsequent

successful launches, the United States’ space program floundered. After observing one launch

disaster after another, the American press went so far as to label NASA’s program “flopnik”

(Lagomarsino). Kennedy was well aware that the United States was losing the space race and

that this was a great concern to the American public. On the campaign trail in 1960, Kennedy

observed: “The American People are uneasy at the present drift in our national course” (Brinkley

Trout 1

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830). Clearly, when President Kennedy asked Congress for an appropriation of 531 million

dollars in 1962, he understood that the American people wanted, even demanded, a concerted

U.S. effort to surpass the Soviet’s space program.

Kennedy employed the majority of his words towards appealing to the common person’s

emotions and ethics. Cleverly spaced throughout his speech are words and phrases meant to

sway the American people. When Kennedy refers to the “extraordinary times” and the

“extraordinary challenge” (8), he is alerting the common person and congress to a high point in

America’s history, a time when America can aid in the cause of freedom globally. The emotions

brought up through being a part of a patriotic nation become tied to an ethical duty “imposed

upon this nation the role of leader in freedom’s cause” (Kennedy 8). Kennedy continues his

ethical persuasion by stating Americans “stand for freedom” and “that is a conviction for

[them]selves” (8).

Emotionally, Kennedy is charging Americans to join together to help all those who seek

freedom around the world. Tied into Kennedy’s emotional and ethical appeal is his diction. The

works “adversary,” “hostile,” and “ tyranny” places a division and an enemy to America and

freedom. There are also words Kennedy repeats in order to emphasize important ideas. He

repeats the word “time” multiple times in order to emotionally rally the common U.S. citizen

into taking a “leading role in space achievement” (Kennedy 8). Kennedy brings the battle

between freedom and tyranny into space in an effort to impassion people and congress. Likewise,

Kennedy’s repetition of the word “we” emotionally connects the people of differing politics with

the common person. Both of these repeated words, in strategic placement, create a patriotic bond

that affects the audience emotionally.

Had Kennedy never delivered his historic speech to Congress, astronaut Neil Armstrong

would never have been able to deliver his powerful words “one small step for [a] man, one giant

Trout 2

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leap for mankind” (Bailey, Kennedy, Cohen 938). Kennedy successfully convinced Congress to

devote significant funding for the space program, which ultimately led to the U.S. being the first

nation to land a man on the moon. Today many would question the value of devoting billions to

space exploration when we can barely fund the schools that education our future astronauts.

However, during the Cold War this moon landing was a come-from-behind victory in the space

race between the United States and the USSR. This victory revitalized science and math

programs in American education system or, as the writer of a popular history text states, “The

U.S substitute[d] square roots for square dancing (Bailey, Kennedy, Cohen 923).

The space landing was an example of America flexing its muscle. In a war where no

punches were directly thrown against each other; this was a declaration of military superiority. If

the U.S. could use missiles to put a man on the moon, they could also devote American know-

how toward defeating the Soviets (Lagomarsino). By 1991, the Soviet Union would fall and

mark the beginning of the end of Kennedy’s space program. The Soviets, no longer having

missile superiority, the soviets would expend half of their resources to keep up with the

Americans. Ultimately, this imbalance would lead to the political and economic collapse of the

Soviet Union.

Trout 3

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Works Cited

Bailey, Thomas A., David M. Kennedy, Elizabeth Cohen. The American Pageant. Boston:

Houghton Mifflin Company, 1998.

Brinkley, Alan. The Unfinished Nation. Boston: McGraw-Hill, 1997.

Kennedy, John F. “Special Message to the Congress on the Urgent National Needs.” The Power

of Words. Mira Loma High School, 2005.

Lagomarsino, Bruce. “Closing the Missile Gap: Kennedy, a Cold War Warrior.” Mira Loma

High School, Sacramento. 12 Oct. 2005.

Trout 4

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What did Kilgore do?

1. How much biographical information did Kilgore include on Kennedy?

2. Did he have a thesis? What was it? Do we know from it what the essay is going to argue?

3. In paragraph two, does Kilgore give you a sense of the historical and social context of American in the 1950s and 60s?

4. What is the point of paragraph three?

5. What is the point of paragraph four?

6. In paragraph five, what is the short-term impact of Kennedy’s speech?

7. Does the Works Cited page correlate with the parenthetical citations?

8. Does Kilgore’s essay conclude with the long-term effects? Is it effective?

9. Give one other persuasive technique that Kilgore could have used, and include one quote that could be used as support and analysis.

10. Why does Kilgore use brackets [ ] in paragraphs three and five? What are brackets used for?

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Your Document Analysis

Name of Historical Figure: _______________________________________________________

Speech for Analysis: ___________________________________________________________

Year of Speech: _______________________________________________________________

Here are some guidelines to help you analyze your speech. • Summarize

• What is the point of this speech? • Why was written?

• Who was it aimed at? • Examine the sequence and organization of the speech: word usage, events mentioned,

results, facts, etc. • What words or phrases stick out?

• What persuasive techniques are being used? • What is the perceived education level of the writer/speaker?

• Where has this speech gone since its time? Show what the speech’s effect has on history.

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Power of Words Internet Research

Name______________________

Date__________________

Period_________

What is your objective for the day?

Complete the following before taking notes.

URL/Link Updated Title of website Date on-line

List five facts that you found on-line about your speech.

1.

2.

3.

4.

5.

Use the back of this sheet for any additional information you think would be useful to you while you are working

on this project.

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Power of Words Internet Research

Name______________________

Date__________________

Period_________

What is your objective for the day?

Complete the following before taking notes.

URL/Link Updated Title of website Date on-line

List five facts that you found on-line about your speech.

1.

2.

3.

4.

5.

Use the back of this sheet for any additional information you think would be useful to you while you are working

on this project.

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Books, Encyclopedias and Textbook Cite Your First Source:

Author ______________________________________________________ Title of Book ____________________

Title of Source ___________________________________________ City published in _____________________

Name of Publisher __________________________________________________Date of Publication _________

Cite Your Second Source:

Author ______________________________________________________ Title of Book ____________________

Title of Source ___________________________________________ City published in _____________________

Name of Publisher __________________________________________________Date of Publication _________

1st Source: Take Notes on major points of your chosen speech

Page #

2nd: Source Take Notes on major points of your chosen speech

Page #

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Peer Edit, Feedback, and Revisions In addition to the following checklist and space for comments, explanations and notes,

please provide helpful feedback, corrections, and suggestions in the student’s essay.

Organization Introductory paragraph introduces ideas in an interesting way and concludes with thesis Topic sentences control paragraphs by developing argument Topic sentences do not introduce plot or use quotes First paragraph introduces an overview of the Power of Words, introduces historical

figure, their speech, and concludes with thesis (includes persuasive techniques employed).

Second paragraph: o places the document in historical and social context o outlines the times in United States.

Third and fourth paragraphs analyze the document for persuasive and rhetorical techniques, and stylistic devices.

Fifth paragraph argues to what extent the document’s words and ideas impacted history in the short term.

Sixth paragraph (conclusion) reasserts argument, and then traces the long-term historical repercussions or influences to leave the reader with a sense of the impact this figure had, and more importantly the true POWer of his or her words.

Comments, Explanations and Notes: Argument and Ideas

Includes thesis/main argument in the introductory paragraph Topic sentences of each paragraph support thesis Textual evidence is:

o Necessary to prove/support argument o Analyzed by dealing with the language of the quote o Not used to prove plot development

Does not include a biography of the historical figure Three sources cited internally and on Works Cited page (one non-electronic source)

Comments, Explanations and Notes:

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Diction Active, not passive voice of verbs (is shown, are seen, is used) No imprecise words (things, stuff, seems, etc.) No colloquial words (totally, really, So then. . . ., etc.) No contractions (don’t, isn’t)

Comments, Explanations and Notes: Sentence Fluency

Varied, purposeful sentence beginnings: ex: Now, After a while, Because of this, Nevertheless, Consequently, However, On the other hand, Therefore,

Easy to read aloud Quotes are integrated with commas or colons. Quotes longer than three lines should be indented and do not need commas. Varied sentence length and beginnings

Comments, Explanations and Notes: Formatting (MLA)

Times New Roman 12 pt. font (including title) and 1 inch margins Titles of movies and novels are italicized or underlined (not both) No spaces between paragraphs or between title and first sentence Works cited page (on separate, last page and double spaced) Header with Last Name and page number Correct internal parenthetical citation ex: Holden states, “I sort of miss everybody I told

about” (Salinger 214). Comments, Explanations and Notes:

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International Studies Term Paper Assessment Rubric An “5” Paper

Clearly addresses all parts of the prompt but may address some parts more than others Clearly illustrates control of the organization and focus Shows an accurate understanding of historical cause and effect Shows an accurate understanding of analyzing persuasive techniques Uses historically accurate and relevant information; cites at least three sources, varying from in-class to outside class

(lecture, films, articles, text, etc.) outside class (electronic or written) Authoritatively develops and supports the writer’s intent with meaningful detail and examples Avoids narrative Displays a variety of sentence structures and appropriate usage Displays a meaningful vocabulary and a consistent sense of audience May contain a few errors in the conventions of language

A “4” Paper Adequately addresses all parts of the prompt but may address some parts more than others Illustrates a general control of the organization and focus Shows an adequate understanding of historical cause and effect Shows an adequate understanding of analyzing persuasive techniques Generally accurate and relevant historic information; cites below required sources, ranging from in-class to outside

class (lecture, films, articles, text, etc.) to outside class (electronic or written) Adequately develops and supports the writer’s intent with appropriate details and examples May contain some narrative Uses some variety of sentence structure and correct usage Uses a general vocabulary and a basic sense of audience May contain some errors in the conventions of language

A “3” Paper Addresses most parts of the prompt but some part more than others Illustrates some control of the organization and focus, but the organization may be unbalanced Shows limited understanding of historical cause and effect Shows a limited understanding of analyzing persuasive techniques Limited historical accuracy and relevant information; may not always be accurate or relevant; cites below required

sources Thinly develops and/or supports the writer’s intent with predictable details and/or examples Much of the paper is written in narrative form Displays some sentence variety and contains a few, if any, errors in usage Uses a pedestrian vocabulary and demonstrates some sense of audience May contain several errors in the conventions of language

A “2” Paper Addresses only parts of the prompt Slips in and out of control of the organization and usually has problems with focus Little attempt at historical cause and effect Shows little attempt at understanding and analyzing persuasive techniques Limited and historically inaccurate and/or irrelevant information; below works cited standard May not be developed with few, if any, relevant details and/or examples May lack sentence variety and may contain some errors in usage which may impede reading Almost exclusively narrative Uses a limited vocabulary and illustrates little or no sense of audience May contain frequent errors in the conventions of language

A “1” Paper Provides a sketchy, if any, attempt to address the prompt Provides little or no evidence or any organizational plan and/or focus Shows no attempt at historical cause and effect Shows no attempt at understanding and analyzing persuasive techniques No historically accurate and relevant information; little or no works cited; no internal citation Lacks development with any relevant details and/or examples Displays no sentence variety and may contain errors in usage which impede reading All narrative Handwritten and not formatted in MLA Uses an extremely limited vocabulary and illustrates no sense of audience Contains serious and frequent errors in the conventions of language No Rough Draft, Works Cited page and / or parenthetical citations

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Your Full Name

Teacher; Subject, Period 1

Teacher; Subject, Period 2

Date (Insert date field)

Works Cited Page

The sources of a Works Cited page are listed in alphabetical order according to the

author’s last name. If there are more than three authors, name only the first one and then type “et

al.” If no author's name is given, begin with the title of the source and alphabetize the source

according to the first word of its title. Cite only the first publishing house and the latest copyright

date. All entries on the "Works Cited" page should be double-spaced, with no extra spaces

between entries. The words "Works Cited" (with no quotation marks) should be centered at the

top of the page, with double double-spacing separating the words "Works Cited" from the first

entry. (If your paper is double spaced, just press [Enter] twice after typing "Works Cited.")

Top edge of new page

Works Cited

Author’s Last Name, Author’s First Name. Title of Book. City: Publisher, Year. (Your Work

Cited may be on one or two lines. Let text word-wrap naturally)

Author’s Last Name, Author’s First Name. “Title of Article or document.” Title of Journal,

Newsletter, or Conference Year or date of publication. Number of pages or paragraphs (if

given). Publication medium (Online). Internet. URL Date of Access.

“Mandarin.” The Encyclopedia American. 2003 ed.

½ inch first line indent

Your Last Name 2

Double-space and use a hanging

indent for Work Cited page.

Double-space the entire document

Top, bottom, right and left margins should be 1”

Your Last Name 1

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Common Sources for Works Cited (with examples) Authored Books: Bender, Mike. What Happens to the Downstairs. Sacramento: Campus Minor Publishings, 2005. Edited Book: Feldman, Paula R., ed. British Women Poets of the Romatic Era. Baltimore: John Hopkins UP,

1997. Newspaper Article: Beamish, Tufton. “Who Forgot to Release the Trout?” Matador Capers. October, 2006: 19. Encyclopedia: “Nixon, Richard Milhous.” Encyclopedia Americana. 1994 ed. Website: McEldowney, Philip. Women in Cinema: A Reference Guide. Dec. 1994. 2 Aug. 1999

http://poe.acc.virginia.edu/~pm9k/libsci/womFilm.html Speaker/Lecture: Hoffman, Christopher. “Why You Shouldn’t Plagiarize.” Administrative Offices, Mira Loma

High School, Sacramento, 12 October 2005.

Electronic Source Warning

If your site has no title or creator, you should avoid citing the site in your essay. In the

parenthetical citations, you should include the last name of the author and the page number. If there is no creator or author of the web site, use the website title instead. Never use the URL as a site source.

Plagiarism

Every time you read, you are building a source of knowledge. Every time you listen to your teacher lecture on a subject, you are also adding to that source. It is imperative when you are writing a paper that includes other people’s ideas that you cite those sources; those ideas, opinions and facts did not miraculously appear in your head. If you do not cite your sources, either through direct or indirect quotation, with parenthetical citation and a Works Cited page, then you are plagiarising. A paper that is plagiarized will receive a ZERO. If you are not sure, cite it indirectly. If you are still not sures, ask you teacher for help.

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“My Voice is Become Weak” Colonel Cobb of the Choctaws addressing government agent who has come to remove

the tribe to west of the Mississippi. After the passage of the Indian Removal Act of 1830, the forced migration of the Indian

tribes loomed ahead. The first tribe targeted for relocation was the Choctaws. Hoping that his tribe could stay in their homes east of the Mississippi River, the leading Choctaw chief Colonel Cobb, addressed the government agent sent to move the tribe in the winter of 1831.

Brother! We have listened to your talk, coming from our Father, the Great White Chief, at Washington, and my people have called upon me to reply to you…

Brother! We have, as your friends, fought by your side and have poured out our blood in your defense, but our arms are now broken. You have grown large. My people have become small, and there are none who take pity on them.

Brother! my voice is become weak - you can scarcely hear me. It is not the shout of a warrior, but the wail of an infant. I have lost it in mourning over the desolation and injuries of my people. These are their graves which you see scattered around us, and in the winds which pass through these aged pines we hear the moanings of their departed Ghosts. Their ashes lie here, and we have been left to protect them. Our warriors are nearly all gone to the West, but here are our dead. Will you compel us to go too, and give their bones to the wolves?

Brother! our heart is full. Twelve winters ago we were told our Chiefs had sold our country. Every warrior that you now see around us was opposed to the Treaty; and if the voice of our people could have been heard, that act would never have been done; but alas! though they stood around they could neither be seen nor heard. Their tears fell like drops of rain - their lamentations were borne away by the passing winds - the pale-faces heeded them not and our land was taken from us.

Brother! . . . . you speak the words of a mighty nation. I am a shadow, and scarcely reach to your knee. My people are scattered and gone; when I shout, I hear my voice in the depths of the forest, but no answering voice comes back to me - all is silent around me! My words therefore must be few. I can now say no more.

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The Federalist No. 10 The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection

(continued) Daily Advertiser, Thursday, November 22, 1787

James Madison discussed his distrust of political parties or factions, as they were then called. Madison believed that factions upset the nation’s unity. He contrasted a pure democracy with a representative republic, the form of government he believed most likely to “break and control the violence of faction.”

AMONG the numerous advantages promised by a well constructed Union, none deserves to be more accurately developed than its tendency to break and control the violence of faction…

By a faction, I understand a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some common impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.

The latent causes of faction are thus sown in the nature of man; and we see them everywhere brought into different degrees of activity, according to the different circumstances of civil society. A zeal for different opinions concerning religion, concerning government …an attachment to different leaders ambitiously contending for pre-eminence and power; or to persons of other descriptions [who}… have, in turn, divided mankind into parties, inflamed them with mutual animosity, and rendered them much more disposed to vex and oppress each other than to co-operate for their common good... But the most common and durable source of factions has been the various and unequal distribution of property. Those who hold and those who are without property have ever formed distinct interests in society... The regulation of these various and interfering interests forms the principal task of modern legislation, and involves the spirit of party and faction in the necessary and ordinary operations of the government.

From this view of the subject it may be concluded that a pure democracy, by which I mean a society consisting of a small number of citizens, who assemble and administer the government in person, can admit of no cure for the mischiefs of faction. A common passion or interest will, in almost every case, be felt by a majority of the whole; a communication and concert result from the form of government itself; and there is nothing to check the inducements to sacrifice the weaker party or an obnoxious individual. Hence it is that such democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security or the rights of property; and have in general been as short in their lives as they have been violent in their deaths. Theoretic politicians, who have patronized this species of government, have erroneously supposed that by reducing mankind to a perfect equality in their political rights, they would, at the same time, be perfectly equalized and assimilated in their possessions, their opinions, and their passions.

A republic, by which I mean a government in which the scheme of representation takes place, opens a different prospect, and promises the cure for which we are seeking. Let us examine the points in which it varies from pure democracy, and we shall comprehend both the nature of the cure and the efficacy which it must derive from the Union.

The two great points of difference between a democracy and a republic are: first, the delegation of the government, in the latter, to a small number of citizens elected by the rest; secondly, the greater number of citizens, and greater sphere of country, over which the latter may be extended.

The effect of the first difference is, on the one hand, to refine and enlarge the public views, by passing them through the medium of a chosen body of citizens, whose wisdom may

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best discern the true interest of their country, and whose patriotism and love of justice will be least likely to sacrifice it to temporary or partial considerations. Under such a regulation, it may well happen that the public voice, pronounced by the representatives of the people, will be more consonant to the public good than if pronounced by the people themselves, convened for the purpose. On the other hand, the effect may be inverted. Men of factious tempers, of local prejudices, or of sinister designs, may, by intrigue, by corruption, or by other means, first obtain the suffrages, and then betray the interests, of the people. The question resulting is, whether small or extensive republics are more favorable to the election of proper guardians of the public weal; and it is clearly decided in favor of the latter by two obvious considerations:

The other point of difference is, the greater number of citizens and extent of territory which may be brought within the compass of republican than of democratic government; and it is this circumstance principally which renders factious combinations less to be dreaded in the former than in the latter. The smaller the society, the fewer probably will be the distinct parties and interests composing it; the fewer the distinct parties and interests, the more frequently will a majority be found of the same party; and the smaller the number of individuals composing a majority, and the smaller the compass within which they are placed, the more easily will they concert and execute their plans of oppression. Extend the sphere, and you take in a greater variety of parties and interests; you make it less probable that a majority of the whole will have a common motive to invade the rights of other citizens…

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