LESSON 1-3 ASSESSMENT

Name___________________________________________Date_____________Block_____

DBQ Instructions
The Document-based Question (DBQ) requires the construction of a coherent essay which integrates
interpretation of the supplied documents with a demonstrated knowledge of the topic in question. Higher
scores are earned only by essays that both cite key pieces from the documents AND draw on outside
knowledge of the topic. The student who simply describes the contents of the documents and fails to place
them into an analytical perspective will receive a low score on the DBQ essay.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
In developing your short answers pertaining to the individual documents, be sure to keep this general
definition in mind.
Evaluate means to judge the value or condition of (someone or something) in a careful and
thoughtful way.
We will work with the documents in class as they relate to the days discussion. You are responsible for
assembling an essay based on your in class work with the documents that answers the question above and
uses the framework below. Your paper should be a minimum of five COMPLETE paragraphs and adhere to
Mr. Hausers writing guidelines. Utilize the attached graphic organizer to organize your thoughts.
Your principle of democracy should be different for the qualifications, structure, and election of the
executive office.
Utilize the portal page for a refresher on the principles of democracy (MCL gets an F). You can also find
an introduction and sample body paragraphs to guide your work. Outside information can be found in your
notes (PPTs), textbook, and in class handouts.
DUE DATES:

A Day: 2/10/15
B Day: 2/11/15

1. Introduction:

Write an introductory sentence that establishes the topic of your paper.

Briefly lay out a counter-argument: other possible answer(s) to the question.
HOWEVER, (yet, still, even so .)
Write one clear sentence which states the thesis your essay will prove.
Specify three sub-topics to the thesis: logical segments or divisions of the overall thesis
(i.e. qualifications, election, and structure).

2. First main-body paragraph: Qualifications Purposes of Government/Principle of Democracy (1)

Begin with a topic sentence which re-introduces one of the sub-topics.

Support that topic sentence with outside information.
Support your outside information with a reference to one or more of the supplied primary
sources.
Be sure to use and cite the documents properly (YOU MUST USE AT LEAST 4/6)
***Merely copying from the documents does nothing to make your argument. You
must include your own analysis, and paraphrasing helps you do that.

LESSON 1-3 ASSESSMENT

***When you cite a document, do not call it by its letter (Document A, Document B,
etc.). Instead, refer to the actual document by its contents, e.g. In his letter to Henry
Lee, Washington argues that"

Write a concluding sentence which relates the paragraph's topic back to the thesis.
Write a transitional sentence introducing the next topic.

3. 3rd Main Body Paragraph: Structure Purposes of Government/Principle of Democracy (2)

4. 5th Main Body Paragraph: Election Purposes of Government/Principle of Democracy (3)
5. Conclusion
Restate your thesis in the topic sentence.
Summarize your argument.
Offer a concluding/unique insight on the question at hand.

Typing Instructions
One Inch Margins
Double Spaced
Only header is your name and block number
3 pages (approximately)
12 point font (News Times Roman)
NO double double between paragraphs
RULES FOR WRITING
1. Please avoid I.
A beautiful trick to use in Microsoft word is ctrl f. Hit those two buttons together and it will bring up
the Find feature. In the box, type I . This will find every individual I so that you can eliminate
them. Do the same for we, our, us, ours, etc. This is also a handy tool for eliminating
contractions as well. There are times when you can use I, but not for a professional paper.
2. Never start a sentence with but, and, OR BECAUSE.
3. Avoid sexist pronouns
Sexist: If a medical student wants to succeed, he has to learn to budget his time wisely.
Liberated: If medical students want to succeed, they have to learn to budget his time wisely.
4.

A topic sentence FOR EVERY PARAGRAPH!

LESSON 1-3 ASSESSMENT

RUBRIC CATEGORY 1

Addresses the
question, but is
weak in structure
and focus.

Thesis stated
addresses the
task in a well
written fashion.

Thesis stated
with clearly
outlined
subtopics.

Strong thesisresponds directly

to the question in
an analytical
manner that
outlines the
structure of the
paper to follow.

Fails to use ANY

Use of Documents
*includes completion of documents in
supporting the
Part A
thesis.

Fails to use
documents
correctly; simply
paraphrased or
misunderstood.

Uses most
documents
correctlysimplistic
analysis; does
not always
weigh the
importance or
validity of the
evidence.

Uses
documents
correctly;
recognizes
that all
evidence is
not equally
valid.

Uses documents
completely and
accurately; weighs
the importance and
validity of
evidence.

Includes no
relevant
information from
beyond the
documents.

Includes
little/irrelevant
information from
outside learning.

Cites some
relevant
information
from outside
learning.

Cites
considerable
relevant
information
from outside
learning.

Cites considerable
relevant
information from
outside learning in
a unique and
analytical way.

Uses an
Includes a good
unorganized
introduction
introduction and and conclusion.
concluding
paragraph.

Uses strong
introduction
and
conclusion.

Uses a strong
introduction and
conclusion that is
both insightful and
catches the
readers attention.

Weaker
organization;
some errors in
writing detract
from the essay's
meaning.

Clearly written
and coherent;
some minor
error in writing

Well
structured,
well written;
proper
spelling,
grammar, and
mechanics

No errors
whatsoever in
spelling, grammar,
and mechanics.

Follows half of
the typing
instructions and
writing rules.

Has few
Follows ALL
errors in
typing instructions
regards to the and writing rules.
typing
instructions
and writing
rules.

Fails to address the

question;
confusing and
unfocused.

Thesis

Outside Information

Introduction/Conclusion Does not use

opening or
concluding
statements.

Organization

Disorganized;
littered with errors
in standard
English.

Style

Does not follow

Follows one or
typing instructions two typing
or writing rules.
instructions or
writing rules.

Score:

/30

Feedback:

LESSON 1-3 ASSESSMENT

SOURCE #1: ANDREW JACKSONS LETTER TO CONGRESS

Vocabulary:

Continuance referring to long periods of time; multiple terms

Integrity truth; honesty

Document Note: Throughout Jacksons time in office, he often proposed to Congress that an amendment be
created limiting a presidents time in office. During his first term in office, he addressed the topic in every
State of the Union address he made

The duties of all public officers areso plain and simple that men of intelligence may readily qualify
themselves for their performance; and Ibelieve that more is lost by the long continuance of men in office
than is generally to be gained by their experience. I submit, therefore, to your consideration whether the
efficiency of the government would not be promoted and integrity better secured by a general extension of
the law which limits appointments to four years. In a country where offices are created solely for the benefit
of the people, no one man has moreright to official station than another. Offices were not established to
give support to particular men at the public expense. No individual wrong is, therefore, done by removal,
since neither appointment to nor continuance in office is a matter of right.
Source: Senate Documents, 21st Congress, 1829-1830
Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
1. How does Jackson describe the duties of public officers?

2. What does Jackson think about long continuance in office?

3. What is Jackson proposing to Congress in his letter?

4. Do you agree with Jacksons statement about continuance in office possibly causing more harm than
good? Why or why not?

LESSON 1-3 ASSESSMENT

SOURCE #2: NEW YORK TIMES ARTICLE, REAGAN AND THE 22ND AMENDMENT
Vocabulary:

Repeal to revoke or withdraw formally

Deficit a shortage of money

Document Note: This is an excerpt from a New York Times article written by Irvin Molotsky and published
in November 29, 1987
REAGAN WANTS END OF TWO-TERM LIMIT
By IRVIN MOLOTSKY, Special to the New York Times
Published: November 29, 1987
WASHINGTON, Nov. 28 President Reagan says that after leaving office he ''would like to start a
movement'' to repeal the constitutional amendment that limits Presidents to two terms.
Mr. Reagan, in a restatement of a past position, said the limitation interfered with the right of the people to
''vote for someone as often as they want to do.''
The President discussed the amendment and other issues in a television interview conducted by the British
personality David Frost that is to be broadcast this weekend along with discussions with two former
Presidents, Jimmy Carter and Gerald R. Ford. The program is to be followed in later weeks with interviews
with candidates now seeking the Presidency.
Whether Mr. Reagan will campaign actively to repeal the amendment remains to be seen. He has declared
strong support for two proposed constitutional amendments, one to allow states to bar abortions and the
other to prohibit Federal deficits, but has not worked for their passage.
Source: New York Times, Irvin Molotsky
Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
1. How does President Reagan feel about term limits?

2. How do Reagans feelings about term limits compare to Jacksons?

3. Reagan claims that term limits interferes with the right of people to vote for who they want. Do you
agree or disagree?

LESSON 1-3 ASSESSMENT

4. Do you think that President Reagans views on term limits are shaped by a desire to stay in the White
House for more than two terms?

5. Reagan was a popular president with the public. Do you think that he could have run and been elected to a
third term had the 22nd Amendment not existed? Should he have?

6. Early presidents from the 19th century tended to favor a two term limit, while presidents from the
20th century seem to be in favor of allowing presidents to serve more than two terms. Why do you think the
views on this matter have changed?

LESSON 1-3 ASSESSMENT

SOURCE #3: POLITCAL CARTOON ELECTORAL COLLEGE

Vocabulary:

Swing State - a state in which voters tend to swing from one political party to another

Document Note: The Electoral College was created for two reasons (1) the Government's fear of direct
election of the President because it could result in a tyranny manipulating public opinion to come into power
and (2) to give power to smaller states. It has held up this compromise for over 200 years, resulting in a
government that most are content with.

Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
1. According to the political cartoon, where do political candidates focus their attention during
presidential races? Is this focus fair to the rest of America?

2. Do you think the author of this political cartoon is in favor of the Electoral College system? Why or
why not (i.e. how can you tell)?

LESSON 1-3 ASSESSMENT

SOURCE #4: ALEXANDER HAMILTON FEDERALIST #68

Vocabulary:

Electoral College the institution that officially elects the President and Vice President of
the United States every four years. The President and Vice President are not elected directly by the
voters. Instead, they are elected by "electors" who are chosen by popular vote on a state-by-state
basis.

Document Note: The Mode of Electing the President, From the New York Packet, Friday, March 14, 1788.

The process of election affords a moral certainty, that the office of President will never fall to the lot of
any man who is not in an eminent degree endowed with the requisite qualifications. Talents for low intrigue,
and the little arts of popularity, may alone suffice to elevate a man to the first honors in a single State; but it
will require other talents, and a different kind of merit, to establish him in the esteem and confidence of the
whole Union, or of so considerable a portion of it as would be necessary to make him a successful candidate
for the distinguished office of President of the United States. It will not be too strong to say, that there will
be a constant probability of seeing the station filled by characters pre-eminent for ability and virtue. And this
will be thought no inconsiderable recommendation of the Constitution, by those who are able to estimate the
share which the executive in every government must necessarily have in its good or ill administration.
Though we cannot acquiesce in the political heresy of the poet who says: "For forms of government let fools
contest That which is best administered is best,'' yet we may safely pronounce, that the true test of a good
government is its aptitude and tendency to produce a good administration.
The Vice-President is to be chosen in the same manner with the President; with this difference, that the
Senate is to do, in respect to the former, what is to be done by the House of Representatives, in respect to the
latter.
The appointment of an extraordinary person, as Vice-President, has been objected to as superfluous, if
not mischievous. It has been alleged, that it would have been preferable to have authorized the Senate to
elect out of their own body an officer answering that description. But two considerations seem to justify the
ideas of the convention in this respect. One is, that to secure at all times the possibility of a definite
resolution of the body, it is necessary that the President should have only a casting vote. And to take the
senator of any State from his seat as senator, to place him in that of President of the Senate, would be to
exchange, in regard to the State from which he came, a constant for a contingent vote. The other
consideration is, that as the Vice-President may occasionally become a substitute for the President, in the
supreme executive magistracy, all the reasons which recommend the mode of election prescribed for the
one, apply with great if not with equal force to the manner of appointing the other. It is remarkable that in
this, as in most other instances, the objection which is made would lie against the constitution of this State.
We have a Lieutenant-Governor, chosen by the people at large, who presides in the Senate, and is the
constitutional substitute for the Governor, in casualties similar to those which would authorize the VicePresident to exercise the authorities and discharge the duties of the President.
Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
1. According to Hamilton, what is the true test of a good government?

LESSON 1-3 ASSESSMENT

2. Reflect on your answer to #1. How can the U.S. go about ensuring that we are a good government?

3. Based on Hamiltons writings, would you say he is in favor of the Electoral College? Why or why
not?

LESSON 1-3 ASSESSMENT

SOURCE #5: CABINET MEETING SEATING CHART

Vocabulary:

Cabinet is composed of the most senior appointed officers of the executive branch of the federal
government of the United States, who are generally the heads of the federal executive departments.

Document Note: This is the seating chart of the cabinet under Gerald R. Ford in 1976.

Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.

LESSON 1-3 ASSESSMENT

1. What do you make of the placement of the President and Vice President? Is who they are sitting next
to significant? Explain your response.

2. Can you think of anyone who is missing from the table (i.e. a cabinet position that was formed later)?

3. Notice the demographics represented at the table. Are there any women? Why is this an important
note to make (consider the principles of democracy)?

Our great Republic is a government of laws and not of

men. Here, the people rule. Gerald R. Ford

LESSON 1-3 ASSESSMENT

SOURCE #6: CABINET DEPARTMENTS

Vocabulary:

Executive Departments are among the oldest primary units of the executive branch of the federal
government of the United States. The heads of the federal executive departments, known as
secretaries of their respective department, form the traditional Cabinet of the United States, an
executive organ that serves at the disposal of the president and normally act as an advisory body to
the presidency

Document Note: This chart shows the growth in cabinet departments over the years. The data has been
compiled from each departments website.

Directions: Answer the following questions while keeping the DBQ task in mind.

TASK: Evaluate whether or not the principles of democracy are reflected in the
qualifications, election, and structure of the executive branch.
1. Compare this chart with the cabinet seating chart under Ford. What positions have been added to the
cabinet since his tenure as president?

LESSON 1-3 ASSESSMENT

2. Can you think of any particular historical events that may have led to the creation of a new cabinet
position (specifically, take a look at when the Department of Homeland Security was created)?

3. How do cabinet members support the principles of democracy (or do they)?

LESSON 1-3 ASSESSMENT

DBQ Organizer
Basic Question (Answer leads to Central Argument): Evaluate whether or not the principles of democracy are reflected in the qualifications, election, and
structure of the executive branch.
3 to 4 Possible Criticisms (Although)

One Central Argument

4 to 5 Possible Controlling Ideas (Because)

Now formulate your THESIS: _______________________________________________________________________________________________________

________________________________________________________________________________________________________________________________
Three Sub-Ideasthese are the principles of democracy that you choose to defend in terms of the qualifications, structure, and election of the executive
branch (Place in these boxes the extra ideas from the Controlling Ideas box that relate to the because statement of your thesis):
Body Paragraph Idea #1

Body Paragraph Idea #2

Body Paragraph Idea #3

Now formulate your THREE SUB-ARGUMENTS (Topic Sentences); then decide how well they relate to one another and the thesis.
BP #1 Topic Sentence: ____________________________________________________________________________________________________________
BP #2 Topic Sentence: ____________________________________________________________________________________________________________
BP #3 Topic Sentence: ____________________________________________________________________________________________________________

LESSON 1-3 ASSESSMENT

Examples (Direct Evidence Quotations (from sources) or outside knowledge that exemplify the principles you listed in the Body Paragraph Idea boxes):
BP # 1 Idea: ____________________________

BP Idea #2: ____________________________

BP Idea #3:____________________________

**Do you have document names for each piece of evidence?

So What? statement (Concluding Sentence): Break free of your thesis and leave the reader with something to think about!
________________________________________________________________________________________________________________________________