Vicky Chang

I.S. 126Q

Vchang4@schools.nyc.gov

Prohibition Agents:

Would you have upheld the law or taken the money?

Introduction:

The Temperance movement discouraged alcohol and blamed many of society’s problems – such as crime, murder, accidents in the workplace - on alcohol. Supporters of the Temperance movement eventually led to the ban of alcohol in the U.S. from 1919 to 1933. This time period was called The Prohibition. You are a Prohibition Agent - police officer whose job is to find gangsters, secret bars (called speakeasies), and arrest them. But you don’t make much, work long hours, and have three kids. When you find speakeasies, they offer you a lot of money as bribes if you look the other way. You see that many of your colleagues are taking the bribes. What is your decision?

Task:

You will write an Argument Paper on whether you would have arrested the criminals or taken the bribes.

You will create a Poster to accompany your paper

Process/Resources:

TASK 1

Step 1: With your group members, you will define the problem. (Corruption in the Government)

Step 2: With your group members, you will each fill out a graphic organizer stating at least 3 reasons to catch criminals and at least 3 reasons to take the bribes.

Step 3: You will read articles on the Prohibition and fill out the Gathering Evidence Worksheet.

a) http://history1900s.about.com/od/1920s/p/prohibition.htm

b) http://www.albany.edu/~wm731882/organized_crime1_final.html

c) http://dsc.discovery.com/tv-shows/curiosity/topics/prohibition-pictures.htm

d) http://www.pbs.org/kenburns/prohibition/unintended-consequences/

e) http://www.stanford.edu/class/e297c/poverty_prejudice/paradox/hwhite.html

Step 4: Fill out the Determining the Causes Worksheet. (18^th Amendment was passed, Prohibition Agents were not paid enough, etc.)

Step 5: After reading the above articles, you will return to your graphic organizer. You will add/change reasons for catching criminals and add/change reasons for taking bribes.

Step 6: Fill out the Evaluating Historical Policies Worksheet (Prohibition was Repealed)

Step 7: You will use your graphic organizer & worksheets to write an argument paper.

You will take a position – arrest the criminals or take the bribes.

You will argue two (2) reasons for your position and use evidence from your resources to support your reasons.

You will include a counterargument and use one (1) piece of evidence that supports their position. You will then write one (1) reason + evidence to slay that counterargument.

You will write a conclusion that restates your main points. You will then explain how your decision affected your life, your family, and your country.

TASK 2

Write exactly what your position is.

On a poster, you will draw or glue pictures, charts, graphs that support your position.

Write text to explain your pictures.

Evaluation:

Argument Paper Rubric:

	Exemplary 100%	Proficient 86%	Emerging 73%	Not Yet Demonstrated 60%
INTRODUCTION / THESIS Background/History Defining the Problem Thesis Statement 15 points	Well-developed introduction engages the reader and creates interest. Contains detailed background information and a clear explanation of the problem. Thesis clearly states a position. 15 pts.	Introduction creates interest and contains background information. Thesis clearly states a problem and the writer’s position is evident. 13 pts.	Introduction adequately explains the background of the problem, but may lack clarity.  Thesis states a problem, but writer’s position may not be evident. 11 pts.	Background details are a random collection of information, are unclear, and may be loosely related to the topic. Thesis/position is vague or not stated. 9 pts.
ARGUMENTATIVE POINTS Body Paragraphs Counterargument Conclusion 40 points	Well-developed reasons directly support the writer’s thesis / position. Supporting examples are concrete and detailed. Reasons are logical and explained. Counterargument acknowledges opposing viewpoints clearly and skillfully.  Conclusion re-visits the thesis in a new way and applies the writer’s position universally.  40 pts.	Most reasons are related to the thesis, but one may lack sufficient support or is off-topic. Counterargument acknowledges opposing viewpoint(s) with some logic and clarity. Conclusion summarizes thesis and key points with some “fresh” ideas. 34 pts.	More than one reason lacks sufficient details and support. Writer attempts to address one or more opposing arguments, but the writer may not refute the opposition clearly or adequately. Conclusion mirrors introduction too closely, with little or no new ideas on the writer’s thesis / position. 29 pts.	Most argumentative points are poorly developed.  Counterargument is missing or vague.  Reasons are not present. Conclusion does not re-visit the thesis or summarize key argumentative point(s). 24 pts.
ORGANIZATION Structure Transitions 15 points	Logical progression of ideas with a clear structure that enhances the thesis.  Transitions are smooth and provide coherence between and among ideas. 15 pts.	Logical progression of ideas.  Transitions are present throughout essay and provide adequate coherence between and among ideas. 13 pts.	Organization is clear. Transitions are present, but may not lend to coherence between and among ideas. 11 pts.	No discernable organization.  Transitions are not present.  9 pts.
STYLE & CONVENTIONS Syntax (sentence variety & “flow”) Diction (word choice) Tone Spelling, punctuation, & capitalization 20 points	Writing is smooth, skillful, and coherent.  Sentences are strong and expressive with varied structure. Diction is consistent and words are well-chosen.  The tone is highly consistent with writer’s position / thesis and appropriate throughout essay. Punctuation, spelling, & capitalization are accurate with few or no errors. 20 pts.	Writing is clear and sentences have some varied structure.  Diction is appropriate.  Tone is generally consistent with writer’s position / thesis and appropriate throughout essay. Punctuation, spelling, & capitalization are generally accurate, with some errors. 17 pts.	Writing is clear, but sentences may lack variety.  Diction is sometimes inconsistent and/or inappropriate at various points in essay. Tone may be inconsistent with writer’s position / thesis. Several errors in punctuation, spelling, & capitalization. 15 pts.	Writing is confusing and hard to follow.  Contains fragments and/or run-on sentences. Diction is inappropriate and inconsistent throughout essay. Tone of piece is highly inconsistent with writer’s position / thesis. Many errors in punctuation, spelling, & capitalization distract reader. 12 pts.
SOURCES Use of sources Format Relevance/reliability 10 points	Evidence from sources is smoothly and logically integrated into essay and serves to add credibility & insight into writer’s position / thesis. All sources are cited accurately and are highly relevant and reliable. 10 pts.	Evidence from source(s) is integrated into the text. Most sources are cited accurately and are generally relevant and reliable. 9 pts.	Some source material is used and may or may not lend credibility to writer’s position/thesis. Several sources may not be cited accurately. Relevance and reliability may be questionable. 7 pts.	Few or no source material is used. Source citations are not evident or may be highly inaccurate. Relevance and/or reliability are strongly in question. 6 pts.

Poster Rubric:

Grade	4	3	2	1
Clear Position	Position is clearly stated	Position is stated	Position is unclear	Position is missing
Neatness & Creativity	Poster is extremely organized, easy to read, and well-designed	Poster is organized, easy to read, and well-designed	Poster is somewhat unclear to read, somewhat organized, and shows limited effort	Poster is unclear, unorganized, and does not have any designs
Visuals -Pictures/Graphs/ Charts	Highly relevant	Relevant	Somewhat relevant	Missing
Text Explaining Pictures	Text clearly explains the visuals	Text explains the visuals	Text somewhat explains the visuals	Text is missing

Conclusion:

Prohibition had many consequences. One negative consequence was widespread corruption in the government. There were several reasons Prohibition Agents chose to accept bribes. How did their decisions affect the law? The law was repealed in 1933, the only time in history an Amendment has been repealed.

Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.