Andrew Reed

East Syracuse – Minoa High School

You have been chosen to explore the reasons why the United States chose to prohibit the use of alcohol in this country.

Task: Create an essay on the 18^th Amendment using information from at least 5 documents you have researched and create a poster to show the class.

Step 1: Identify the Problem – What evidence existed that proved alcohol was a problem?

Step 2: Gather the Evidence- Statistics- Give evidence that prohibition worked or did not work.

Step 3: Determine the Causes- Why Prohibition?

Step 4: Evaluate the Policy- Were there any laws passed that ended Prohibition?

(18^th Amendment) or the Volstead Act and other documents

Prohibition: Ken Burns – Roots of Prohibition-Evidence

Prohibition: Ken Burns – Prohibition Nationwide

Prohibition: Ken Burns – The People

Prohibition: Ken Burns – Unintended Consequences

Prohibition: Ken Burns- Photo Gallery

Prohibition Essay- Discuss the Goal of the Movement. Describe actions taken by an individual, an organization or the government in an attempt to achieve this goal. Evaluate the extent to which the goal was achieved.
	Poor 1 pts	Fair 15 pts	Good 16 pts	Very Good 18 pts	Excellent 20 pts
Organization	Poor Document Information is not organized into paragraphs. Each paragraph is not organized with introductory sentences, details or concluding sentences.	Fair Document Information is organized into paragraphs but 3 or less paragraphs are written. Each paragraph has an introductory sentence, with 2 or no details and a concluding sentence.	Good Document Information is very organized with 5 well-constructed paragraphs. Each paragraph has an introductory sentence, at least 4 details and a concluding sentence.	Very Good Document Information is very organized with 5 well-constructed paragraphs. Each paragraph has an introductory sentence, at least 6 details and a concluding sentence	Excellent Document Information is very organized with 5 well-constructed paragraphs. Each paragraph has an introductory sentence, at least 10 details and a concluding sentence
Ideas/Content	Poor Information has little to do with the main topic.	Fair Information clearly relates to the main topic. No details and/or examples are given.	Good Information clearly relates to the main topic. It provides some supporting details and/or examples.	Very Good Information clearly relates to the main topic. It provides a good amount of supporting details and/or examples.	Excellent Information clearly relates to the main topic. It provides several supporting details and/or examples.
Fluency	Poor I am unable to read sentences aloud because there is no fluency.	Fair It is slightly difficult to read aloud. Sentences begin the same Sentences are all very similar in style and length Few transitions are used	Good The essay is easy to read. Sentences begin in different ways Some sentences are long, some are short. Transitions are embedded into essay.	Very Good The essay is easy to read. Sentences begin in different ways Some sentences are long, some are short. Transitions are embedded into essay.	Excellent The essay is easy to read. Sentences begin in different ways Some sentences are long, some are short. Transitions are embedded into essay.
Grammar	Poor 10 or more grammatical, spelling, or punctuation errors	Fair Between 6-9 grammatical, spelling or punctuation errors	Good 3-5 grammatical, spelling, or punctuation errors.	Very Good 1-2 grammatical, spelling, or punctuation errors.	Excellent 0 grammatical, spelling, or punctuation errors.
Critical Thinking	Poor No critical thinking was used. None of the steps in the process were addressed.	Fair Little critical thinking was used. Part of the steps in the process were addressed.	Good More descriptive. Some of the steps in the process were addressed.	Very Good Both analytical and descriptive. Most of the steps in the process were addressed.	Excellent More analytical than descriptive (cause and effect, evaluation, compare +contrast). All of the steps in the process were addressed.

Congratulations you have successfully analyzed the issue of prohibition. You may need to refer back to this analysis when we discuss other Amendments and the process and reason for amending the constitution.

Social Studies

Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Common Core Standards:

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary

and secondary sources, connecting insights gained from

specific details to an understanding of the text as a whole.

2. Determine the central ideas or information of a primary or

secondary source; provide an accurate summary that makes

clear the relationships among the key details and ideas.

3. Evaluate various explanations for actions or events and

determine which explanation best accords with textual

evidence, acknowledging where the text leaves matters

uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are

used in a text, including analyzing how an author uses and

refines the meaning of a key term over the course of a text

(e.g., how Madison defines faction in Federalist No. 10).

5. Analyze in detail how a complex primary source is

structured, including how key sentences, paragraphs, and

larger portions of the text contribute to the whole.

6. Evaluate authors’ differing points of view on the same

historical event or issue by assessing the authors’ claims,

reasoning, and evidence.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information

presented in diverse formats and media (e.g., visually,

quantitatively, as well as in words) in order to address a

question or solve a problem.

8. Evaluate an author’s premises, claims, and evidence by

corroborating or challenging them with other information.

9. Integrate information from diverse sources, both primary

and secondary, into a coherent understanding of an idea or

event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend history/social

studies texts in the grades 11-CCR text complexity band

independently and proficiently.