![]() ![]() The ultimate goal is by my Civil Rights and Liberties Unit ( which I do last) is to have 90% of students writing the argumentative essay at at least a 4/6. I plan to build using evidence during the Presidency, and analysis during the Judiciary which all happen within the next few weeks. It’s a small thing, but ends with big results! End of story.įrom now on, I will require all socratic discussions to start with this formula. If you don’t have a good thesis, you don’t have a good essay. This may or may not work for your class, but I know that for me, I had to be more specific. This means that the government should not have the power to impose limits on terms of Congress. Why is yours better? the people, according to James Madison, need to be vigilant.What is the other side’s claim? Although many critics believe that Congress is corrupt and needs term limits to bring it back to the people,.Tell me why: because there were no term limits written into the Constitution for any of the three branches and it would take the rights away from the voter’s to choose who they want to represent them.Choose a side: is directly opposed to the ideas of the Constitution.Restate the prompt: An amendment imposing term limits on members of Congress.I don’t have documents (Federalist 53 and 57 would come to mind because we want founding documents) BECAUSE, I want students to write a thesis that can be defended. Develop an argument for or against an amendment imposing term limits on members of Congress. First, I developed a prewriting for the thesis:ĭuring the 2016 Presidential campaign, Congressional term limits were a topic, similar to term limits imposed on the office of the president by the 22nd amendment. ![]() ![]() So, I needed to develop a formula for AP Government and in particular, for my students who seem to struggle. Now, when I taught APUSH we did a 2-1-1 for our thesis statements and it worked out. I realized that in order for the essay as a whole to be legit, a great thesis was needed. I always tell my students I am training them for a marathon and we don’t need to run the whole thing right now. The thesis that students were writing were NOT defensible. After grading essays, I saw a HUGE issue. I often like to use peer scoring and teacher grading so that students feel comfortable with the rubric and understanding exactly what was expected of them. I had students peer score to help get use to the FRQ #4 Rubric I received from Dan Devitt at my APSI this summer. I gave an argumentative prompt for Unit One, feeling confident because of the massive document diving we’ve done. When I found out that a piece of the AP Government test would be argumentative writing, I was stoked! For the last three years, our school has had argumentative writing as a school goal so I figured, “I don’t even have to spend time teaching this!” ![]()
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