Tag: Government

[Solved] hw

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– a year ago **files (1)** – ## IRFESSAY.docx **## IRFESSAY.docx** **INTERNATIONAL RELATIONS** Choose a pressing global issue you are passionate about- that matters to you. When writing on a topic you are passionate about, your personality and voice are more likely to be on display. Follow this idea…

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– a year ago

**files (1)**

– ## IRFESSAY.docx

**## IRFESSAY.docx**

**INTERNATIONAL RELATIONS**

Choose a pressing global issue you are passionate about- that matters to you. When writing on a topic you are passionate about, your personality and voice are more likely to be on display. Follow this idea when choosing the subject of your essay /policy memo. When you are interested in the topic, you will write with more conviction, clarity and expertise Examples include: human rights violations, child labor, hunger and poverty, gender discrimination, climate change, genocide, Ethnic and civil strife, refugee crises, global inequality, trade imbalances • Ensure your topic is manageable within the scope of at least seven pages and allows for detailed analysis. ➢ Analyze the Global Issue Define the issue: why it matters (significance in international relations), what it is, where it occurs, why it happens, when it became relevant, who is affected Provide a brief history and explain the global impact. Examine current policies addressing the issue and their shortcomings. ➢ Apply IR Theories and Other Frameworks Use at least three International Relations theories Incorporate one foreign policy model to analyze the issue. Discuss how these frameworks explain the problem and guide policy solutions.

➢ Identify Key Stakeholders Focus on international actors, organizations, and stakeholders involved in the issue ➢ Media and Public Opinion Assess how global issue has been framed by media. Are there biases in the coverage? Has public opinion been swayed by media representation? Reflect on how media coverage might impact the success of your proposed policy. ➢ Propose Policy Recommendations Provide creative and actionable solutions /policies (at least two) based on your research: o Explain how your recommendations improve on current policies. o Connect the background with your evidence and proposed action. o Highlight why they are achievable and sustainable. Address potential counterarguments and challenges to your recommendations (counter-arguments against your position (as well as a rebuttal to these counter-arguments) ➢ Provide Conclusion that ties back to the thesis and reflect on the lear

Then add “end reflection” (separate page-one paragraph at least)

Reflect on how working on the essay expanded, challenged, or reaffirmed your understanding of the topic under the examination, what college level skills you had to utilize to complete the essay, why you think is important to add evidences when writing essays? What are the lessons in studying International Relations? Has your perspective changed in any way from the start of the project (assumptions you had initially) through the end of the project? How can you raise awareness about it and influence decision makers-how will you take this learning and stay an informed citizen /voter? What are the lessons of IR that helped you navigate this global issue? What have you learned from this exercise -how what you have done connects to our class?

**## IRFESSAY.docx**

**INTERNATIONAL RELATIONS**

Choose a pressing global issue you are passionate about- that matters to you. When writing on a topic you are passionate about, your personality and voice are more likely to be on display. Follow this idea when choosing the subject of your essay /policy memo. When you are interested in the topic, you will write with more conviction, clarity and expertise Examples include: human rights violations, child labor, hunger and poverty, gender discrimination, climate change, genocide, Ethnic and civil strife, refugee crises, global inequality, trade imbalances • Ensure your topic is manageable within the scope of at least seven pages and allows for detailed analysis. ➢ Analyze the Global Issue Define the issue: why it matters (significance in international relations), what it is, where it occurs, why it happens, when it became relevant, who is affected Provide a brief history and explain the global impact. Examine current policies addressing the issue and their shortcomings. ➢ Apply IR Theories and Other Frameworks Use at least three International Relations theories Incorporate one foreign policy model to analyze the issue. Discuss how these frameworks explain the problem and guide policy solutions.

➢ Identify Key Stakeholders Focus on international actors, organizations, and stakeholders involved in the issue ➢ Media and Public Opinion Assess how global issue has been framed by media. Are there biases in the coverage? Has public opinion been swayed by media representation? Reflect on how media coverage might impact the success of your proposed policy. ➢ Propose Policy Recommendations Provide creative and actionable solutions /policies (at least two) based on your research: o Explain how your recommendations improve on current policies. o Connect the background with your evidence and proposed action. o Highlight why they are achievable and sustainable. Address potential counterarguments and challenges to your recommendations (counter-arguments against your position (as well as a rebuttal to these counter-arguments) ➢ Provide Conclusion that ties back to the thesis and reflect on the lear

Then add “end reflection” (separate page-one paragraph at least)

Reflect on how working on the essay expanded, challenged, or reaffirmed your understanding of the topic under the examination, what college level skills you had to utilize to complete the essay, why you think is important to add evidences when writing essays? What are the lessons in studying International Relations? Has your perspective changed in any way from the start of the project (assumptions you had initially) through the end of the project? How can you raise awareness about it and influence decision makers-how will you take this learning and stay an informed citizen /voter? What are the lessons of IR that helped you navigate this global issue? What have you learned from this exercise -how what you have done connects to our class?

November 5, 2026
[Solved] Grants-555

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I have a question about Grants. – a year ago

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Assignment Prompt & Instructions

I have a question about Grants.

– a year ago

November 5, 2026
[Solved] LI

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Provide a brief overview of United States’ approach to foreign policy during the early years of the republic. Identify and discuss 3 aspects of the foreign policy that helped position the U.S. during this time. Did anything occur that potentially weakened U.S. foreign policy? For each thread and rep…

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Assignment Prompt & Instructions

Provide a brief overview of United States’ approach to foreign policy during the early years of the republic. Identify and discuss 3 aspects of the foreign policy that helped position the U.S. during this time. Did anything occur that potentially weakened U.S. foreign policy?

For each thread and reply, you must incorporate at least 3 scholarly citation(s) in current APA format.

Any sources cited must have been published within the last five years. Acceptable sources

include books, legal cases, articles, the Bible, etc. Sources should be more substantial than basic

internet dictionaries.

– a year ago

November 5, 2026
[Solved] sample7

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– a year ago **files (2)** – ## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx – ## Govt.pdf **## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx** ## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_** **Marketable Skills:** This cou…

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Assignment Prompt & Instructions

– a year ago

**files (2)**

– ## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx

– ## Govt.pdf

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes. So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments. Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills. In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**: In the Describe section, you are to tell the reader what you saw/read/did. Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**: This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**: What did you learn at the end of each part of the course by engaging in the required assignments? What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D): What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments? (Personal Growth)

· How do you now view your role in the American. government in politics? Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder. For each assignment, discuss the Marketable Skills you believe you most practiced. What other skills do you think you demonstrated in completing these assignments besides those listed? What marketable skills do you think you need to practice/demonstrate more?

Grading: DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

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**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes. So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments. Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills. In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**: In the Describe section, you are to tell the reader what you saw/read/did. Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**: This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**: What did you learn at the end of each part of the course by engaging in the required assignments? What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D): What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments? (Personal Growth)

· How do you now view your role in the American. government in politics? Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder. For each assignment, discuss the Marketable Skills you believe you most practiced. What other skills do you think you demonstrated in completing these assignments besides those listed? What marketable skills do you think you need to practice/demonstrate more?

Grading: DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

## image2.png

## image3.jpeg

## image4.jpeg

## image1.png

**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

Hide Assignment Information

Turnitin™

This assignment will be submitted to Turnitin™.

Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

**## GOVT.2305MarketableSkillsReflectionAssignmentInstructions7.docx**

## **_Marketable Skills: Assignment: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”_**

**Marketable Skills:**

This course assesses the following Core Objectives. In this assignment, students will develop the following marketable skills:

| | |
| — | — |
| **Core Objectives** | **Marketable Skills** |
| ![Dallas College Quantitative/Empirical logo](https://www.sweetstudy.com/questions/sample7)**Empirical/Quantitative** | Students learning Quantitative and Empirical skills in the Core practice skills including Data visualization and presentation: Communicate results using tables, charts, graphs; Contextualize numeric information/data; Demonstrate logical thinking; Experimental Design: Design an experiment or model; Data Inference: Draw inferences from data, use data to formulate conclusions; and Mathematical Reasoning: Use appropriate calculations to solve problems.<br>Your instructors will highlight the individual skills you practice, as you master crucial disciplinary content in your Core classes. So whether you intend to transfer to a four-year institution or find a job, you are working towards future career success! |
| ![Dallas College Critical Thinking logo](https://www.sweetstudy.com/questions/sample7)**Critical Thinking** | The Critical Thinking Core Objective allows students to develop a wide variety of skills: Analyze Issues; Complex/Creative Problem Solving: Anticipate problems, solutions, and consequences; Knowledge Application: Apply knowledge to make decisions; Pattern Detection: Detect patterns/themes/underlying principles; Research: Gather proper resources and information to conduct research; Analysis & Interpretation: Analyzing & Interpreting data to synthesize information. |
| ![Dallas College Leadership and Personal Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Leadership & Personal Responsibility** | Personal Responsibility skills include those that make anyone a successful employee and future leader, including Self-Motivation and Initiative: demonstrate time management and attention to detail; Ethical behavior: Demonstrate ethical behavior and decision-making; Growth Mindset: Learn and grow from mistakes; Demonstrate Adaptability and flexibility; Team Leadership: Lead and manage teams and Respect: Demonstrate consideration and courtesy to others. |
| ![Dallas College Global Awareness & Social Responsibility logo](https://www.sweetstudy.com/questions/sample7)**Global Awareness & Social Responsibility** | Students fulfill the Social Responsibility Core Objective while developing the following skills: Community Awareness: Demonstrate awareness of community issues; Global awareness: Demonstrate awareness of global issues; Demonstrate empathy: recognize the emotions and perspectives of others; Develop civic responsibility: demonstrating good citizenship; Develop cultural competency: Learn from diverse cultures, races, genders, religions, etc.; Demonstrate Inclusivity: foster a sense of belonging. |

To complete this course, you must submit a reflection on your accomplishments. Structured reflections are designed to get you thinking and writing about the purposes of courses, assignments, and skills. In other words, “What’s the point?” We are using a format called the DEAL reflection structure:

D = DESCRIBE

E = EXAMINE

AL = ARTICULATE LEARNING

**Describe**: In the Describe section, you are to tell the reader what you saw/read/did. Don’t just cut and paste the assignments; instead, tell the reader what tasks you had to perform to complete the work.

**Examine**: This is the meat of your reflection, where you will respond to given prompts designed to get you to think about (1) your personal growth (e.g., what did you learn about YOURSELF after completing the assignments?), (2) What course-level objectives and Core Objectives did you meet by completing the assignments and (3) What marketable skills did you develop/practice in completing the assignments?

**Articulate Learning**: What did you learn at the end of each part of the course by engaging in the required assignments? What will you do with what you have learned and practiced?

**For this reflection, please respond to the following prompts:**

Describe (D): What did you have to do to complete the written assignments for this course? Describe the process for each.

Examine (E):

· What new information did you learn from completing these assignments? (Personal Growth)

· What assumptions or preconceived notions did you bring to these assignments? (Personal Growth)

· How do you now view your role in the American. government in politics? Personal/Social Responsibility)

Articulate Learning (AL):

Revisit the
**Marketable Skills** folder. For each assignment, discuss the Marketable Skills you believe you most practiced. What other skills do you think you demonstrated in completing these assignments besides those listed? What marketable skills do you think you need to practice/demonstrate more?

Grading: DEAL Reflections are worth 50 points and should be at least three to four (double-spaced) Paragraphs in length.

**DEAL Reflection Rubric:**

D = 10 points

E = 20 points

AL = 20 points

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## image3.jpeg

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**## Govt.pdf**

Click Here: Assignment Two: "IS THE ELECTORAL COLLEGE RELEVANT OR A RELIC?”

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Instructions

In crafting your responses, ensure that you refrain from restating or directly embedding the posed
questions within your narrative (i.e., avoid transcribing the questions verbatim). Following the
completion of your analysis, you are required to add a meticulously formatted "Works Cited" page,
following strictly the standards outlined in the "Assignments' General Guidelines."

For the purposes of this scholarly research paper, the use of artificial intelligence tools to draft your paper
is prohibited. Submissions determined to have been authored by AI mechanisms will be deemed ineligible
for any allocation of points. You must express your critical assessment and evaluation of the subject
matter in your own original phrasing, reflecting your independent intellectual engagement with the topic.

This assignment carries a total value of 150 points and mandates the exclusive use of the source materials
provided. The incorporation of external references beyond those supplied is not permissible. Proper
citation of the designated sources within the body of your work is essential to substantiate the veracity and
integrity of your arguments. Engaging with the embedded hyperlinks associated with each question is
equally vital to ensure the precision and reliability of your findings.

Your submission must be structured to include an introductory section, a substantive body, and a
concluding segment. The initial warm-up exercises and the main assignment offer a series of orienting
questions intended to guide your analytical exploration of the topic. These questions aim to guide learners
by clarifying the subject matter and setting the stage for deeper understanding. You must confine your
research to the materials assigned for this task, refraining from consulting any unapproved resources. A
comprehensive paper cannot be effectively composed without drawing upon the insights derived from
both the warm-up and main assignment components.

Upon completing the introductory task of warming up and reviewing the assigned videos and articles,
using the knowledge you gained from the warm-up activity and additional materials, please respond
to the following essay questions. The essay is worth 150 points.

Researching the Electoral College: Key Questions and Paper Structure

How to Draft Your Research Paper

When writing a research paper on the Electoral College, it is essential to follow a structured approach that
includes an introduction (one to two paragraphs), body (minimum 4 to 5 paragraphs), and a
conclusion(one to two paragraphs). The introduction should provide background information on the
Electoral College, explaining its purpose, origins, and significance in U.S. presidential elections. Clearly
define the research focus and outline the key themes that will be analyzed. The body of the paper should
address specific aspects of the Electoral College, supported by scholarly sources and historical examples.
Finally, the conclusion should summarize the main points, highlight key findings, and discuss potential
areas for reform or further research.

To ensure a well-organized analysis, the following four focus areas will guide the research: (1) Historical
and Constitutional Foundations, (2) Impact on Democracy and Representation, (3) Effects on
Elections and Political Strategy, and (4) Electoral College Reform and Alternatives. These themes
provide a comprehensive framework for examining the Electoral College's role in American democracy.

Historical and Constitutional Foundations

Understanding the origins of the Electoral College requires an examination of the Founding Fathers'
motivations for establishing this system. The research should explore how the Constitutional Convention
debated the method of electing the president and the reasons behind choosing electors rather than a
direct popular vote. Additionally, it is important to analyze how the Electoral College has evolved since its
creation, particularly through constitutional amendments such as the Twelfth Amendment, which refined
the voting process, and the Twenty-Third Amendment, which granted electoral votes to Washington, D.C.

Historical elections have also played a crucial role in shaping discussions on Electoral College reform.
Elections such as those in 1800, 1824, 1876, 2000, and 2016 serve as key case studies in understanding
controversies surrounding this system. Research should examine how these elections influenced calls for
reform and whether their outcomes challenged the legitimacy of the Electoral College.

Impact on Democracy and Representation

A central question in the debate over the Electoral College is whether it supports or undermines
democratic principles. Proponents argue that it protects smaller states from being overshadowed by larger,
more populous states, ensuring a more balanced representation. However, critics highlight that the system
can lead to outcomes where a candidate wins the presidency without securing the national popular vote,
raising concerns about democratic legitimacy.

The winner-takes-all system used in most states further complicates the issue by making some votes feel
less impactful. Research should assess how this system affects voter turnout and political engagement,
particularly in states where one party consistently dominates elections. Another key issue is whether the
Electoral College disproportionately benefits smaller states or disadvantages racial and ethnic minority

voters. Additionally, it is important to analyze the impact on third-party candidates, who often struggle to
gain electoral votes despite receiving significant portions of the popular vote.

Effects on Elections and Political Strategy

The Electoral College significantly influences presidential campaign strategies, as candidates prioritize
states that can determine election outcomes. Research should examine how the system encourages
candidates to focus on swing states, where electoral votes are most competitive, while largely ignoring
states with predictable voting patterns. This raises questions about whether all voters receive equal
attention from candidates and policymakers.

Another issue is the role of faithless electors, individuals who do not vote in accordance with their state’s
popular vote. While rare, faithless electors have raised concerns about whether the system allows for
undemocratic outcomes. Furthermore, researchers should consider whether the Electoral College
contributes to political polarization, as campaigns may be more focused on winning key states rather
than appealing to a broad national electorate.

Electoral College Reform and Alternatives

Given the concerns surrounding the Electoral College, various reform proposals have been suggested. One
of the most prominent is the National Popular Vote Interstate Compact (NPVIC), an agreement among
states to allocate their electoral votes to the winner of the national popular vote. Research should explore
the potential benefits and drawbacks of this approach, including whether it would address concerns about
democratic legitimacy while maintaining the stability of the current system.

Another alternative is the proportional allocation of electoral votes, where states distribute votes based
on the percentage of popular votes each candidate receives rather than using the winner-takes-all
approach. This could make elections more competitive and increase voter engagement. Finally, research
should compare the U.S. Electoral College to election systems in other democratic nations, evaluating
whether direct popular elections, ranked-choice voting, or parliamentary systems provide more
democratic outcomes.

Conclusion

A research paper on the Electoral College should provide a thorough examination of its historical
foundations, democratic implications, effects on elections, and potential reforms. The system remains a
deeply debated topic, with strong arguments both for and against its continuation. By analyzing historical
elections, voter representation, campaign strategies, and reform proposals, the paper should offer a
balanced perspective on the role of the Electoral College in modern American democracy. Ultimately, the
research should consider whether the system effectively represents the will of the people or whether
alternative approaches could better serve the democratic process.

When composing written work, it is crucial to acknowledge your sources to prevent plagiarism. The
presentation of your references will vary based on the formatting style required for your document.
Two commonly utilized formatting styles for research papers are the American Psychological
Association (APA) and the Modern Language Association (MLA).

———————————————————————————————————

A Defense of the Electoral College

In Defense of the Electoral College

A MYSTIFYING AND DISTORTING FACTOR”: THE ELECTORAL COLLEGE AND AMERICAN DEMOCRACY

The Electoral College in Modern Democracy

The Electoral College and Democratic Equality By Joseph Grcic

"Electoral College." Gale Opposing Viewpoints Online Collection, Gale, 2021.

Electoral College Fast Facts

National Popular Vote

National Popular Vote Interstate Compact

STATE LAWS REGARDING PRESIDENTIAL ELECTORS

Who Are Electors and How Are They Picked?

Who chooses each state’s electors?

Due on Apr 26, 2025 11:59 PM

Available on Apr 1, 2025 12:01 AM. Access restricted before availability starts.

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: Assignment Rubrics

Print

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/A%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/In%20Defense%20of%20the%20Electoral%20College%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/_A%20Mystifying%20and%20Distorting%20Factor__%20The%20Electoral%20College%20and%20A%20(1).pdf)

[https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf](https://dallascollege.brightspace.com/content/enforced/222081-2025SP-GOVT-2305-72307/4801-Article%20Text-36883-1-10-20240212%20(1).pdf)

[https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/](https://cah.ucf.edu/fpr/article/the-electoral-college-and-democratic-equality/)

[https://www.gale.com/open-access/electoral-college](https://www.gale.com/open-access/electoral-college)

[https://history.house.gov/Institution/Electoral-College/Electoral-College/](https://history.house.gov/Institution/Electoral-College/Electoral-College/)

[https://www.ncsl.org/elections-and-campaigns/national-popular-vote](https://www.ncsl.org/elections-and-campaigns/national-popular-vote)

[https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/](https://legaljournal.princeton.edu/national-popular-vote-circumventing-the-united-states-constitution/)

[https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf](https://www.nass.org/sites/default/files/surveys/2020-10/summary-electoral-college-laws-Oct20.pdf)

[https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked](https://www.npr.org/sections/biden-transition-updates/2020/12/14/946080856/who-are-electors-and-how-do-they-get-picked)

[https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player](https://www.youtube.com/watch?v=NvvL7-_64v4&feature=youtube_gdata_player)

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 1
Structure

No clear thesis. Body paragraphs are
oversized or skimpy. Facts not arranged
logically in paragraphs. Did not follow
assignment instructions appropriately.

Thesis not well defined. Paragraphs
are too few or are widely
disproportionate in size. Some facts
are not arranged logically in
paragraphs. Didn't follow assignment
instructions well.

Thesis could be defined better or
presented earlier. Paragraphing
good, but could use some
improvement. A few key facts are not
logically placed. Some variance
from assignment instructions.

Criterion 2:
Content

Thesis is insupportable or wrong. Very
few facts presented. Poor
representation of required research.
Too opinionated without factual
support.

Thesis is not supported by facts. Weak
on facts; some are presented, but not
enough to prove the thesis. Insufficient
research. Too opinionated without
factual support.

Good thesis but not the best choice
of supportive facts. Many good facts,
but some key facts left out.
Adequate research for the
assignment, but not outstanding.
Too opinionated in places.

Criterion 3:
Writing
Style

Poor writing. Sentences are structurally
inadequate. Lacks flow; wooden and/or
awkward statements. Several
instances of tenses changing
inappropriately or disagreement
between subjects and verbs. Too much
informal language used in a formal
piece of writin

Overall writing is
disappointing. Sentences are mixed:
some are good; some need work.
Transitions and flow need much
improvement; reader can’t follow
author’s argument. Style errors like
wrong tense changes. Use of informal
language or slang.

Good, basic writing. Sentences lack
excellent syntax. Lacks excellent
flow-transition words, ordering of
phrases. Style causes some
confusion; tense changes. Instances
of informal language or slang.

Criteria Level 1: Poor Level 2: Fair Level 3: Good

Criterion 4:
Mechanics

Messy paper; inattention to neatness,
or improper formatting.
Punctuation/capitalization is well
below ability. Spelling is well below
ability. Students did not spend
adequate time on this assignment.

Not as neat as it should be.
Punctuation/capitalization is below
ability. Spelling is below ability. Paper
appears to be a rush job; not well
done.

Neat, but some formatting
improvements are necessary.
Several errors in
punctuation/capitalization.
Footnoting/citation errors. Spelling
errors. Generally hurried; not as
good as it could be.

Overall Score

Level 1: Poor

Level 2: Fair

Level 3: Good

Level 4: Excellent

November 5, 2026
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1. What are two rights of everyone living in the United States? Choose one: a. Freedom to petition the government and freedom to disobey traffic laws. b. Freedom of worship and freedom to make treaties with other countries. c. Freedom of speech and freedom to run for president. d. Freedom of speech…

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1. What are two rights of everyone living in the United States?

Choose one: a. Freedom to petition the government and freedom to disobey traffic laws. b. Freedom of worship and freedom to make treaties with other countries. c. Freedom of speech and freedom to run for president. d. Freedom of speech and freedom of worship.

– a year ago
– 0.01

November 5, 2026
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– a year ago **files (1)** – ## historyassignment.pdf **## historyassignment.pdf** Instructions *Essay Quiz #2 is based on the reading below (the paragraph and the link). This reading is not assessed on your Exams. Letter from the Birmingham Jail The Civil Rights Movement began in order to help Afr…

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– a year ago

**files (1)**

– ## historyassignment.pdf

**## historyassignment.pdf**

Instructions

*Essay Quiz #2 is based on the reading below (the paragraph and the link). This reading is not
assessed on your Exams.

Letter from the Birmingham Jail

The Civil Rights Movement began in order to help African Americans gain equal rights in the United States.
Despite the Fourteenth and Fifteenth Amendments, enacted during Reconstruction, African Americans
experienced rampant abuse throughout the South. White Southerners hindered Blacks from participating
in the political system, economic system, and social system in the South. African Americans who sought
to challenge White dominance often experienced persecution that ranged from beatings and bombings to
violent lynchings. In spite of all of the negative consequences of challenging White authority, many African
Americans and their supporters continued to fight for racial equality. Different groups chose to take up the
fight for civil rights in a variety of ways. The NAACP utilized the legal system to win rights for African
Americans. Groups like CORE used non-violent direct action to fight against things like segregation. The
Southern Christian Leadership Conference (SCLC) an organization composed mainly of religious figures
used a variety of methods to fight for rights. Often, members of the SCLC were arrested for protesting in
the South and sometimes the organization used women and children in order to gain public sympathy for
their cause. Not everyone who supported the movement agreed with these methods. In 1963, Martin
Luther King, Jr., one of the leaders of the SCLC, was arrested and religious officials in Birmingham, AL
responded by criticizing his methodology. In “Letter from the Birmingham Jail”, Martin Luther King, Jr.
responds to his critics about how his actions also support the movement for civil rights. Why you are
reading, think about Martin Luther King, Jr.’s methods and why some people may not agree with them.

Read the above paragraph and "Letter from the Birmingham Jail” for your Essay Quiz #2.

Answer the following questions in a well-formed essay of at least 500 words:

Consequences–Why are people demonstrating in Birmingham? What are some of the consequences they
may face as protesters? Why do you think they still chose to protest despite the harm it could do to them?

Understanding Ethical Choices–The author argued that it is okay to disobey laws that are morally wrong
because in reality when you disobey a morally bad law you are “expressing the highest respect for law”.
How does he apply that belief to his fight for the rights of African Americans in the United States? Could he
have done the same thing while also obeying the laws?

Intercultural Competence—What are some of the reasons why the author argues that African Americans
cannot “wait” any longer for justice? Do all African Americans agree with the author or is there dissent
among the community when it comes to pursuing justice? How do Southern Whites think about justice

[https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=247259&type=coursefile&fileId=Letter+from+a+Birmingham+Jail+(full).pdf](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=247259&type=coursefile&fileId=Letter+from+a+Birmingham+Jail+(full).pdf)

differently for the African American community (do Southern Whites think the African American
community’s current situation warrants justice)? What cultural biases are preventing African Americans
and Southern Whites from agreeing on this topic?

Knowledge of Civic Responsibility and Engagement with Communities–If you faced a similar circumstance
to to the author, how would you react if the government issued a law that you felt was morally wrong or hurt
your community? (Think about the kinds of avenues (legal or illegal) you have available for recourse against
such a law and what things your community could do to fight against it.)

Decision-Making–What type of action (direct, indirect, non-violent, violent, patience, etc.) does the author
advocate to force people to give rights to African Americans and why? Do you think it is an effective
strategy? Why?

**Make sure to include an introduction and a conclusion to your essay.

**Please review plagiarism rules and definition outlined in the What is Plagiarism quiz and in the syllabus.

Due on May 2, 2025 11:00 PM

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

Hide Rubrics

Rubric Name: 1302-Essay Quiz #2 (Social and Personal Responsibility Rubric)-100 pts

Print

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Consequences—Why
are people
demonstrating in
Birmingham? What are
some of the
consequences they
may face as
protesters? Why do you
think they still chose to
protest despite the
harm it could do to
them? …

Student identifies
consequences and
demonstrates a
sophisticated
understanding of the
scope, complexity and/or
magnitude of the
consequences.

Student identifies
consequences and
demonstrates a
moderate
understanding of the
scope, complexity
and/or magnitude of
the consequences.

Student identified
consequences of the
choices but
demonstrates a
limited understanding
of the scope,
complexity and/or
magnitude of the
consequences.

Student identified the obvious
consequence/consequences
of each choice.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Understanding Ethical
Choices— The author
argued that it is okay to
disobey laws that are
morally wrong because
in reality when you
disobey a morally bad
law you are…

Student thoroughly
discusses at least two
sides of an ethical choice
to be made.

Student thoroughly
discusses one side and
partially describes
another side of an
ethical choice to be
made.

Student partially
explains two sides of
an ethical choice to
be made.

Student attempts to explain
only one side of an ethical
choice to be made.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Intercultural
Competence—What
are some of the
reasons why the author
argues that African
Americans cannot
“wait” any longer for
justice? …

Discusses how one has
or should adjust one’s
actions to successfully
interact with someone
from another culture, is
able to compare and
contrast different
cultures, discusses
significant
characteristics about
other cultures, and
discusses how one’s own
culture has shaped one’s
identity and world view.

Is able to compare and
contrast different
cultures, discusses
significant
characteristics about
other cultures, and
discusses how one’s
own culture has
shaped one’s identity
and world view.

Discusses significant
characteristics about
other cultures and
discusses how one’s
own culture has
shaped one’s identity
and world view.

Discusses how one’s own
culture has shaped one’s
identity and world view.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Knowledge of Civic
Responsibility and
Engagement with
Communities — If you
faced a similar
circumstance to the
author, how would you
react if the government
issued a law that you
felt was morally wrong
or hurt your
community? …

Includes an
understanding of the
purpose and/or benefits
of their engagement,
describes effective
participation in civic
engagement activities,
discusses actions one
should take as a citizen to
address the pertinent
issue within one’s
community, and
recognizes and discusses
one’s civic responsibility
to a specific community.

Describes effective
participation in civic
engagement activities,
discusses actions one
should take as a citizen
to address the
pertinent issue within
one’s community, and
recognizes and
discusses one’s civic
responsibility to a
specific community.

Discusses actions one
should take as a
citizen to address the
pertinent issue within
one’s community and
recognizes and
discusses one’s civic
responsibility to a
specific community.

Recognizes and discusses
one’s civic responsibility to a
specific community.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Decision-Making-What
type of action (direct,
indirect, non-violent,
violent, patience, etc.)
does the author…

Student states a position
on the issue with more
detailed explanation
and/or reasons for the
position and addresses
objections to their
position.

Student states a
position on the issue
with more detailed
explanation and/or
reasons for the
position.

Student states a
position on the issue,
but only provides
limited explanation
and/or reasons for the
position.

Student states a position on
the issue without providing any
reasons for the position.

Total

Score of 1302-Essay Quiz #2 (Social and Personal Responsibility Rubric)-100 pts,

/ 100

**## historyassignment.pdf**

Instructions

*Essay Quiz #2 is based on the reading below (the paragraph and the link). This reading is not
assessed on your Exams.

Letter from the Birmingham Jail

The Civil Rights Movement began in order to help African Americans gain equal rights in the United States.
Despite the Fourteenth and Fifteenth Amendments, enacted during Reconstruction, African Americans
experienced rampant abuse throughout the South. White Southerners hindered Blacks from participating
in the political system, economic system, and social system in the South. African Americans who sought
to challenge White dominance often experienced persecution that ranged from beatings and bombings to
violent lynchings. In spite of all of the negative consequences of challenging White authority, many African
Americans and their supporters continued to fight for racial equality. Different groups chose to take up the
fight for civil rights in a variety of ways. The NAACP utilized the legal system to win rights for African
Americans. Groups like CORE used non-violent direct action to fight against things like segregation. The
Southern Christian Leadership Conference (SCLC) an organization composed mainly of religious figures
used a variety of methods to fight for rights. Often, members of the SCLC were arrested for protesting in
the South and sometimes the organization used women and children in order to gain public sympathy for
their cause. Not everyone who supported the movement agreed with these methods. In 1963, Martin
Luther King, Jr., one of the leaders of the SCLC, was arrested and religious officials in Birmingham, AL
responded by criticizing his methodology. In “Letter from the Birmingham Jail”, Martin Luther King, Jr.
responds to his critics about how his actions also support the movement for civil rights. Why you are
reading, think about Martin Luther King, Jr.’s methods and why some people may not agree with them.

Read the above paragraph and "Letter from the Birmingham Jail” for your Essay Quiz #2.

Answer the following questions in a well-formed essay of at least 500 words:

Consequences–Why are people demonstrating in Birmingham? What are some of the consequences they
may face as protesters? Why do you think they still chose to protest despite the harm it could do to them?

Understanding Ethical Choices–The author argued that it is okay to disobey laws that are morally wrong
because in reality when you disobey a morally bad law you are “expressing the highest respect for law”.
How does he apply that belief to his fight for the rights of African Americans in the United States? Could he
have done the same thing while also obeying the laws?

Intercultural Competence—What are some of the reasons why the author argues that African Americans
cannot “wait” any longer for justice? Do all African Americans agree with the author or is there dissent
among the community when it comes to pursuing justice? How do Southern Whites think about justice

[https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=247259&type=coursefile&fileId=Letter+from+a+Birmingham+Jail+(full).pdf](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=247259&type=coursefile&fileId=Letter+from+a+Birmingham+Jail+(full).pdf)

differently for the African American community (do Southern Whites think the African American
community’s current situation warrants justice)? What cultural biases are preventing African Americans
and Southern Whites from agreeing on this topic?

Knowledge of Civic Responsibility and Engagement with Communities–If you faced a similar circumstance
to to the author, how would you react if the government issued a law that you felt was morally wrong or hurt
your community? (Think about the kinds of avenues (legal or illegal) you have available for recourse against
such a law and what things your community could do to fight against it.)

Decision-Making–What type of action (direct, indirect, non-violent, violent, patience, etc.) does the author
advocate to force people to give rights to African Americans and why? Do you think it is an effective
strategy? Why?

**Make sure to include an introduction and a conclusion to your essay.

**Please review plagiarism rules and definition outlined in the What is Plagiarism quiz and in the syllabus.

Due on May 2, 2025 11:00 PM

Available until May 15, 2025 11:59 PM. Access restricted after availability ends.

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Rubric Name: 1302-Essay Quiz #2 (Social and Personal Responsibility Rubric)-100 pts

Print

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Consequences—Why
are people
demonstrating in
Birmingham? What are
some of the
consequences they
may face as
protesters? Why do you
think they still chose to
protest despite the
harm it could do to
them? …

Student identifies
consequences and
demonstrates a
sophisticated
understanding of the
scope, complexity and/or
magnitude of the
consequences.

Student identifies
consequences and
demonstrates a
moderate
understanding of the
scope, complexity
and/or magnitude of
the consequences.

Student identified
consequences of the
choices but
demonstrates a
limited understanding
of the scope,
complexity and/or
magnitude of the
consequences.

Student identified the obvious
consequence/consequences
of each choice.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Understanding Ethical
Choices— The author
argued that it is okay to
disobey laws that are
morally wrong because
in reality when you
disobey a morally bad
law you are…

Student thoroughly
discusses at least two
sides of an ethical choice
to be made.

Student thoroughly
discusses one side and
partially describes
another side of an
ethical choice to be
made.

Student partially
explains two sides of
an ethical choice to
be made.

Student attempts to explain
only one side of an ethical
choice to be made.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Intercultural
Competence—What
are some of the
reasons why the author
argues that African
Americans cannot
“wait” any longer for
justice? …

Discusses how one has
or should adjust one’s
actions to successfully
interact with someone
from another culture, is
able to compare and
contrast different
cultures, discusses
significant
characteristics about
other cultures, and
discusses how one’s own
culture has shaped one’s
identity and world view.

Is able to compare and
contrast different
cultures, discusses
significant
characteristics about
other cultures, and
discusses how one’s
own culture has
shaped one’s identity
and world view.

Discusses significant
characteristics about
other cultures and
discusses how one’s
own culture has
shaped one’s identity
and world view.

Discusses how one’s own
culture has shaped one’s
identity and world view.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Knowledge of Civic
Responsibility and
Engagement with
Communities — If you
faced a similar
circumstance to the
author, how would you
react if the government
issued a law that you
felt was morally wrong
or hurt your
community? …

Includes an
understanding of the
purpose and/or benefits
of their engagement,
describes effective
participation in civic
engagement activities,
discusses actions one
should take as a citizen to
address the pertinent
issue within one’s
community, and
recognizes and discusses
one’s civic responsibility
to a specific community.

Describes effective
participation in civic
engagement activities,
discusses actions one
should take as a citizen
to address the
pertinent issue within
one’s community, and
recognizes and
discusses one’s civic
responsibility to a
specific community.

Discusses actions one
should take as a
citizen to address the
pertinent issue within
one’s community and
recognizes and
discusses one’s civic
responsibility to a
specific community.

Recognizes and discusses
one’s civic responsibility to a
specific community.

Criteria
Capstone

20 points

Milestone (Junior
Level)

15 points

Milestone
(Sophomore
Level)

10 points

Benchmark

5 points

Decision-Making-What
type of action (direct,
indirect, non-violent,
violent, patience, etc.)
does the author…

Student states a position
on the issue with more
detailed explanation
and/or reasons for the
position and addresses
objections to their
position.

Student states a
position on the issue
with more detailed
explanation and/or
reasons for the
position.

Student states a
position on the issue,
but only provides
limited explanation
and/or reasons for the
position.

Student states a position on
the issue without providing any
reasons for the position.

Total

Score of 1302-Essay Quiz #2 (Social and Personal Responsibility Rubric)-100 pts,

/ 100

November 5, 2026
[Solved] Grant-583-2

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I have a few questions about Grants. Who can help? – a year ago

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Assignment Prompt & Instructions

I have a few questions about Grants. Who can help?

– a year ago

November 5, 2026
[Solved] Grant-583

✓ Verified Academic Solution Available

Executive Solution Overview

I have a question about Grant writing. – a year ago

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Assignment Prompt & Instructions

I have a question about Grant writing.

– a year ago

November 5, 2026
[Solved] L2

✓ Verified Academic Solution Available

Executive Solution Overview

Read: Herring: Chapters 1 — 3 OVERVIEW For each assigned reading in the Herring text, summarize the main principles and reflect on these principles to make the content meaningful to you. This will ensure that you understand the reading and its relationship to current events. INSTRUCTIONS The reflect…

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Assignment Prompt & Instructions

Read: Herring: Chapters 1 — 3

OVERVIEW

For each assigned reading in the Herring text, summarize the main principles and reflect on these

principles to make the content meaningful to you. This will ensure that you understand the

reading and its relationship to current events.

INSTRUCTIONS

The reflective comments may draw on your experiences or information from other readings. You

must also critique ideas considering a biblical worldview.

• Approximate length of main principles’ summaries must be 100–125 words each and

must be in paragraph form.

• The reflective comments must be 150–200 words each.

• For each Reading Summary and Reflective Comments Assignment submission, you

will use the Reading Summary and Reflective Comments Template, adding new

entries for each submission.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

– a year ago

November 5, 2026