Instructional Design Project - We the People Training

Running Head: INSTRUCTIONAL DESIGN Instructional Design 1

Instructional Design

We the People Alumni Expert Training

Kathleen Gordon

Purdue University Calumet

EDCI 572

May 14, 2010

Kathleen Gordon
EDCI 172 - Spring 2010

INSTRUCTIONAL DESIGN Instructional Design 2

Executive Summary

The instructor of the We the People (WTP) team at Munster High School recruited team
alumni to serve as experts for team practices, during which team members read speeches that
answered a preprinted set of questions on the U.S. Constitution and received feedback from
the experts. Experts would then ask follow-up questions to determine how well the team
members understood the issues presented in the questions. The alumni experts did not
perform these tasks very effectively; they conducted unfocused practice sessions and gave
feedback that was not helpful. As a result, the team members did not sufficiently improve
before their competitions. The purpose of this instructional design is to give alumni experts
the training that will give them the knowledge and confidence to perform their roles more
effectively.
A needs assessment revealed that the learners and the team members felt that the learners’
performance was adequate, but that the instructor did not agree. A training session would
allow the instructor to communicate his expectations to the learners, who lacked awareness
that they needed improvement. The needs assessment also revealed a desire for instruction on
evaluating the team’s performance on follow-up questions. The task analysis revealed that
the cognitive tasks involved in serving as an alumni expert were more complex than the
instructor had realized. Consequently, the final design of the instructional materials, which
consisted of an instructor guide and a learner guide with an accompanying PowerPoint,
contained detailed information on how to approach each task. The learner guide included
tips for breaking down the unit questions into component parts and determining whether the
speeches contained answers to the questions, successfully incorporated relevant sources, and
defined key terms. The guide also included tips for evaluating answers to follow-up
questions and giving feedback to team members. The SME (the instructor) responded
positively to the instructional materials, and he conducted a relatively smooth training
session with the two adult experts who participated in trials. The participants were able to
complete all of the individual learning modules and had positive affective responses on the
Training Evaluation Questionnaire. They each expressed either “much confidence” or
“complete confidence” in executing the various tasks of training session. It was decided that

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the training would be conducted in two separate sessions and that up to eight participants
would attend each session.
TABLE OF CONTENTS

STATEMENT OF THE PROBLEM 4
INTRODUCTION
STATEMENT OF THE PROBLEM

NEEDS ASSESSMENT (NEEDS ANALYSIS) 6
PURPOSE 6
PROCESS 6
RESULTS 8
IMPLICATIONS 11
LEARNER ANALYSIS 12
CONTEXTUAL ANALYSIS 12

TASK ANALYSIS 15

INSTRUCTIONAL OBJECTIVES 21
INSTRUCTIONAL DESIGN PLANNING GRID

DESIGN AND DEVELOPMENT 27
INSTRUCTIONAL PRODUCTS
INSTRUCTOR 27
STUDENT 47

FORMATIVE EVALUATION 82
PURPOSE OF EVALUATION 82
METHODOLOGY 83
RESULTS 85
CONCLUSIONS 86
PLAN FOR SMALL GROUP 88

APPENDICES 89
A – SURVEY OF ALUMNI EXPERTS 89
B – SURVEY OF WE THE PEOPLE TEAM MEMBERS 90
C – RESPONSES TO SURVEY QUESTIONS 91
D – TRAINING EVALUATION QUESTIONNAIRE 92
E - TRAINING ASSESSMENT CHECKLIST 93

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Statement of the Problem

Introduction

Munster High School had a We the People team that competed in official competitions

sponsored by the Center for Civic Education (CCE). Each year, the team competed at the

district and state competitions; teams participated in the national competition about every

other year. The format for each level of competition was the same: The team was broken up

into six smaller units; each unit studied a different aspect of the U.S. Constitution; the CCE

posted questions that each unit would answer in a six minute speech; at the competition, the

unit delivered its speech to a panel of expert judges that asked follow-up questions to

determine the depth of their knowledge of the topic. To help students prepare for

competitions, the instructor scheduled team practices during Monday nights. During these

practices, “experts” (adult professionals and program alumni) worked with the units to

evaluate their progress. The alumni experts had failed to identify instances where the unit

speeches did not address all questions posed by the CCE. They failed to differentiate

between statements that directly answered the questions and statements that merely dealt

with the same issues posed by the questions. In addition, they failed to give useful feedback

for improving follow-up answers. Consequently, the team members ended their practices

without setting goals for improvement. This hurt them at competitions.

Possible Causes

The alumni experts had not been trained in how to conduct unit practices. They did not know

how to differentiate between speeches that directly answered questions and those that merely

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addressed the same topics addressed by the questions. The instructor should have provided

training materials to help them identify these differences, as well as materials outlining the

proper format for follow-up answers. The alumni experts did not know when to give tough

criticism on follow-up answers. The positive reinforcement they gave early in the season

might not have been appropriate for later in the season.

Symptoms
• Unfocused Monday practices
• Loss of valuable practice time
• Team members became complacent with subpar speeches and answers
• Team members received conflicting information about the quality of their work
• Instructor became frustrated and spent time reteaching instead of moving on to further
goals
• Team could not progress beyond certain levels in competitions

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Needs Assessment

Purpose

The purpose of conducting a needs assessment of the performance of the We the People

alumni experts at Monday night practices was to determine these learners’ training needs. In

order to determine how to structure their training, information was gathered concerning their

proficiency at various tasks performed at practices, their self-assessment of their own

competencies regarding these tasks, third-party assessments of their competencies regarding

these tasks, and their level of desire for training in each of these tasks.

Process

In addition to the target audience that will receive instructional intervention—the alumni

experts who attended Munster High School at the time of the needs assessment (the learners)

—the instructor and a sample of We the People team members (team members) participated

in the study. The instructor identified the characteristics of the learners and provided

qualitative information regarding the gaps between their actual performance and the desired

performance. This qualitative information was used to construct surveys for the learners and

the team members, who, as direct observers of the learners’ performances provided important

information regarding those performances.

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Data, which focused on felt needs and expressed needs, was collected in three ways: the

instructor was interviewed, a survey was distributed to a sample of learners, another survey

was distributed to a sample of team members.

The instructor was interviewed to identify the knowledge and skills needed to conduct the

unit practices, to assess the knowledge levels and skill levels of the learners, and to determine

whether learners would need to spend additional time preparing for unit practices in order to

make improvements. If additional time were needed, learners would need to be asked if they

were willing to volunteer that time.

The survey targeting the learners was designed to obtain information on how they

approached their jobs and which aspects of their jobs they would like to see covered in a

training session. Because the learners were volunteers, the questions were worded in a way

that indicated a willingness to offer training if the learners would like it, rather than an

observed need for training on the part of the instructor, who did not want to offend his

volunteers.

The survey that was given to a sample of team members was designed to ascertain their

perceptions of the learners’ helpfulness and their own responsiveness to the learners’

performance. The sample included equal numbers of junior (11th grade) members and senior

(12th grade) members, girls and boys, and strong team members and weak team members. It

was important to get feedback from each of these subgroups, as their age, gender, and ability

levels might have affected the expectations and/or needs they had for the experts. Younger
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members and lower-ability members might have depended more on their instructor than older

members and higher ability members.

Results

My interview with the instructor allowed me to identify the skills needed to conduct effective

unit practices and discover his perceptions regarding his learners’ effectiveness. I used this

information to generate surveys for the learners and the team members. The surveys focused

on the learners’ skill and knowledge in several categories: skills/knowledge used to assess

speeches (speech skills), skills/knowledge used to assess follow-up answers (follow-up

skills), and general pedagogical skills. Since learners must apply pedagogy when using

speech skills and follow-up skills, in this report, the term “general pedagogical skills” refers

to the learners’ methods for pacing practices, the learners’ ability to stay on task, and the

learners’ initiative in tasks such as record-keeping and independent follow-up with team

members outside of practices. The charts and tables in this report and the surveys, which can

be found in the appendices, make these distinctions clear.

The chart below illustrates the results of both surveys:

Table 1. Perceptions of Learner Effectiveness

Rating Scale: 1 = Good 2 = Adequate 3 = Unsatisfactory

Learners Team members Instructor

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Speech Skills1 2 2 3

Follow-up Skills2 2 2 3

General Pedagogical 1 2 3
Skills

A majority of the learners indicated that they had some difficulty evaluating the speeches in

practices, which they would be hearing for the first time during practice and a majority of the

learners indicated that they were either very familiar or somewhat familiar with the content

developed in the speeches. Similarly, a majority of the team members indicated that the

learners were either somewhat helpful or very helpful with regard to the speeches. Only 17%

of the team members stated that the learners were not helpful in this regard. However, the

instructor indicated that the learners were not effective at evaluating speeches, that they did

not closely attend to whether the speeches actually answered each question posed by the CCE

in a thoughtful manner. The instructor did not feel that it was necessary for the learners to

read the speeches before practice, but indicated that organizational devices (such as a chart

listing each question posed by the CCE, with blank spaces for record-keeping during

practices) might allow learners to selectively attend to all subquestions.

All of the learners indicated that they had some difficulty giving negative feedback on

follow-up answers, which the instructor identified as a crucial skill. In addition, 75% of the

learners relied on pre-existing follow-up questions, and only 25% asked their own questions.

Because the competition judges use the content of the speeches to generate follow-up

1
See Appendix C: Table 3
2
See Appendix C: Table 4
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questions, it would be ideal for the learners to use a combination of both types of questions.

The instructor indicated, however, that the learners, while having a broad knowledge of the

content, might not have a deep enough knowledge base to generate their own questions.

Nevertheless, the majority of the team members indicated that learners were either somewhat

helpful or very helpful with follow-up questions. The instructor, however, considered the

learners’ follow-up skills to be unsatisfactory. He explained that they generally accepted the

team members’ initial responses to follow-up questions and needed to prod members by

asking them further questions that would allow them to revise and refine their answers. In

addition, the instructor stated that when the learners did give negative feedback, they needed

to distinguish whether their feedback was based on a difference of opinion with the team

member or on an error in reasoning. Finally, the instructor indicated that the learners’

negative feedback could be more skillfully delivered, so that it did not hurt the feelings of the

team members.

All of the learners indicated that they were “very comfortable” with the existing structure of

the unit practices, in which they received a general outline of tasks to complete and managed

procedures and pacing on their own. Half of the team members indicated that the learners

did not often stray off-topic, while 33% indicated that they strayed off-topic somewhat often

and 17% indicated that the learners strayed off-topic very often.

Table 2 Rankings – Desired Training Topics for Learners

1 2 3 4
(Least Desired)
(Most Desired)

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Learners FA PRAC S PA

Team members FA S PRAC PA

FA = Follow-up answers S = Speeches PRAC = Follow-up outside of Practice PA =
Pacing

Table 2 illustrates how each group ranked the topics that they thought should be covered in

an expert orientation. Both learners and team members ranked “guidelines for giving

feedback on follow-up answers” the highest and “guidelines for pacing” the lowest. The

learners rated “guidelines for independent follow-up” the second highest, while the team

members rated “guidelines for giving feedback on speeches” the second highest.

On Question 6 of the Survey of Alumni Experts, the last three answer choices state a strategy

for conducting unit practices. Answers d and e were not selected at all, and answer c was

selected by 50% of the learners. However, the wording of the selection was somewhat

misleading; it is possible that the learners saved drafts of speeches without having a

pedagogical reason to do so.

Implications

The implications of this needs assessment was that instruction was needed for the We the

People alumni experts (the learners), and that mere past participation and success in the

program had not prepared the learners to be effective experts. According to both the learners

and the team members, the learners were doing an adequate job, (except in the case of

staying on topic, where the team members gave the learners a low rating) but the instructor

disagreed. A training session would be a valuable opportunity for the instructor to
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communicate his expectations to the learners, who lack awareness of the effectiveness of

their coaching. Because the instructor preferred to have complete control over every aspect

of the program, the training would take place in person, though a training manual or

PowerPoint presentation would allow the learners to review information on their own time.

To create awareness of the difference between an effective an ineffective unit practice,

videos of each type would be useful training tools for the learners.

Because the learners were volunteers, there was some concern over whether they would

invest additional time helping the team members. However, they did express an interest in

receiving guidelines for following up with team members outside of practice (rated 2nd out of

4 topics). Furthermore, the instructor reported that all alumni experts loved the We the

People program, which was a significant factor affecting their motivation.

Learner Analysis

General characteristics.

The learners were suburban high school seniors enrolled in college-prep and honors

courses.

Specific Entry Competencies

The learners should have above-average academic abilities. They should have

already succeeded as participants in the We the People program, which means that

they have been judged by professionals at the district and state competitions and

analyzed tapes of their performances. They need to be motivated students who love

the We the People program and continue to show interest in topics studied in the

program. They should have the ability and willingness to follow directions, the

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willingness to volunteer, and the time available to volunteer during the We the People

season.

Contextual Analysis

Orienting context.

The learners did not feel pressure to be accountable for their work with the team

members. Consequently, they might not feel accountable for their training. The

instructor might seek approval from the National Honor Society (NHS) advisor for

the unit practices to count as tutoring service hours. Almost all of the learners were

NHS members, and requiring all alumni experts to attend a training session in order

to be eligible for an activity that allows them to obtain service hours might improve

their accountability.

Even though the learners lacked accountability, they volunteered their time as alumni

experts because it allowed them to retain a sense of belonging to a community. In

addition, they were proud of their own past performance as team members. This

sense of community and pride, combined with their respect for the instructor, would

probably motivate them to attend training in order to do a better job. Ultimately, they

enjoyed pleasing the instructor.

Instructional context.

At the time of the needs assessment, it was decided that instruction for We the People

expert training would take place in the Munster High School library after school. The

instructor would use an LCD projector to display PowerPoint notes that would
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accompany the training manual he has created. He would also use this projector to

show the learners a training video. This multimedia equipment is readily available to

him from the school. The training would take place with small groups over the

course of two or three sessions, as the learners are busy with various extracurricular

activities and would not be able to assemble for a single session.

Transfer context.

The transfer of learning would be encouraged by providing the learners with access to

the training video and the documentation used during training so they may return to

this documentation as needed. The instructor might also arrange for the learners to

coach the middle school We the People team at self-assessment, which would give

them further opportunities to practice the skills they learned in training.

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Task Analysis

Instructional Goal

Learners will be able to correctly use a set of CCE unit questions and give effective feedback

to We the People team members’ answers.

Introduction to Task

At Monday night practices for the Munster High School We the People team, the alumni

experts (the learners) needed to make sure they had analyzed a set of questions from the

Center of Civic Education (CCE) correctly so that they could give the team members

appropriate feedback on their speeches. They needed to ensure that they had identified all

subquestions in each set of questions, which can be difficult if one traditional question

actually contains two or more subquestions. In addition to making sure all subquestions had

been answered, they needed to ensure that the speeches defined or explained all key terms,

used sources to support each argument, use clear, precise, grammatically correct language,

and adhered to a four-minute time limit when read aloud. If the learners could give the

team members effective feedback and provide suggestions to help the team member

accomplish their goals, the speeches would be more likely to impress the judges at

competitions.

Task Analysis

I. Analyzing Unit Questions

A. Locate page of questions corresponding to correct unit number on the CCE

handout.

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B. Locate set of questions corresponding to the number of the speech that is

being evaluated.

C. Correctly identify all subquestions that comprise the set of questions.

1. Subquestions can be set up like regular questions, which begin with

interrogative pronouns (who, what, when, where, why, how, how much, to

what extent, etc.) and end with a question mark.

2. Subquestions can be components of one traditional question that combines

two or more interrogative pronouns.

a. Example: “How and why were written guarantees of basic rights

important in the development of Americans’ ideas about government”

contains one subquestion beginning with how another subquestion

beginning with why)

3. Subquestions can be components of one traditional question that contains

groups of words joined by the coordinating conjunctions and & or.

a. Example: “In what ways were colonial legislatures more

representative and independent than the British parliament?”

contains two subquestions, one dealing with representativeness and

one dealing with independence.

4. Put brackets around each subquestion (or keywords that identify the

subquestion in the case of b and c above).

5. Number all the subquestions sequentially.

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D. As the team member reads his/her speech aloud, listen to make sure all

subquestions are answered.

1. Answers should restate key parts of the question.

a. Example: The question “Can limitations on the will of the majority be

justified in a democracy” can be answered by stating “In a democracy,

limitations on the will of a majority are rarely justified”.

2. Cross off numbers to subquestions after answers are read.

E. If a subquestion is not answered, ask team members to locate the answer.

1. If the team member cannot locate the answer, have them write down “find

answer to question [identify question] on the list of tasks.

2. If the team member locates a passage that relates to the question, but does

not directly answer it, illustrate steps D1 and D2 to them.

II. Key terms in unit questions.

A. Key terms include:

1. Proper nouns

2. Theories

3. Words ending with “ism”

4. Subject matter terms – e.g. sovereignty

5. italicized words and phrases

6. phrases in quotes

B. Key terms do not include words that most laypersons can define – e.g.

social class

C. Write list of key terms in a vertical column next to the set of questions.
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D. While listening to the speech, cross out terms that have been defined or

explained.

1. For each word that has not been crossed out, tell team member to write

down “define or explain term” on list of tasks.

III. Sources

A. Sources should be used to support key points in speech.

B. Sources include:

1. Political scientists

2. Philosophers

3. Scholars

4. Public figures

5. Historical figures

6. Court cases

7. Current events

C. If the source is familiar, check to see that it’s used correctly.

D. If the source is unfamiliar, ask team member to explain it orally to see if it

makes sense.

E. If the source is used incorrectly, tell team member to write “further research”

(on source) on list of tasks.

F. For each numbered subquestion, make a checkmark by the number when the

speech refers to a source to answer the subquestion.

IV. Mechanics

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A. While speech is read aloud, make notations on hard copy of speech correcting

grammar and spelling errors.

1. If there are more than five grammar and spelling errors (combined), have

team members arrange for peer proofreading.

2. If there are fewer than five grammar and spelling errors (combined), point

them out to team members.

B. Mark passages that are awkward or wordy.

1. Awkward passages lack parallel structure and use the passive voice

2. Point out to team members.

3. If time permits, suggest appropriate changes.

V. Length

A. At the beginning of speech, start timer.

B. At the end of speech, stop timer.

C. Announce duration of speech.

D. If the duration is shorter than three minutes, 50 seconds, suggest additions.

1. Check for answers to subquestions that are shorter than answers to other

subquestions.

2. Suggest additional sources to extend answers.

3. Ask other team members for possible sources.

4. Have team member write suggestions on list of tasks.

E. If the duration is longer than four minutes, suggest deletions.

1. Refer to wordy passages, suggest deletions.

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2. Check for multiple sources supporting one argument, suggest deleting

least relevant source.

3. Check answers to subquestions: mark particularly lengthy answers as

possible sites for deletions.

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INSTRUCTIONAL STRATEGY

Tasks Instructional Objectives Performance- Initial Presentation Generative Assessment Item(s)
Content Matrix Strategy Learning Strategy
From task
analysis;
listed in How will you know they
instructional cell reference What the instructor have accomplished the
sequence Use 4-part form (i.e., concept-apply) does What the learners do objective?

1
Identify Given one set of We the Application/Analysis Review types of In pairs, identify and Successfully identify all
subquestions People unit questions, subquestions and list label subquestions subquestions and key
and key terms learners will correctly of interrogative and key terms on terms within time limit
identify and label all pronouns three sample sets of on the sample sets
subquestions and key questions within 15
terms within 5 minutes. Review types of key minutes
terms

Demonstrate how to
identify and label
subquestions and key
terms using a sample
set of questions on an
overhead projector

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2
Identify Given one set of labeled Analysis/Evaluation Review format for In pairs:
answers to We the People unit incorporating part of
subquestions questions and a hard copy the subquestion in
of a student speech, answers
learners will listen to a
team member read the Present examples and Identify examples of Successfully identify
speech and correctly nonexamples of good answers to examples of good
determine whether the answers to subquestions from answers to subquestions
speech contains answers subquestions from sample speech
to all subquestions. sample speech
passage
Suggest improvements
Demonstrate how to Improve weak for passages from
change a speech passages from sample speech so that
passage that merely sample speech so they effectively answer
deals with the same that they answer the the subquestions
information as the subquestions more
subquestion to a effectively
direct answer

3
Identify Given one set of labeled Analysis/Evaluation Review types of key In pairs, use labeled Successfully identify all
references to We the People unit terms set of questions to references to key terms
key terms questions and a hard copy identify references to in sample speech and
of a student speech, Review definitions key terms in sample keep records of
learners will listen to a and explanations of speech; cross off key references
team member read the key terms in sample terms on labeled set
speech and correctly speech passage
identify whether the
speech defines or
explains all key terms

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4
Evaluate use Given one set of labeled Evaluation Review types of In small groups:
of sources We the People unit sources
questions and a hard copy
of a student speech, Explain what makes Identify ineffective Successfully identify
learners will listen to a the use of a source use of sources in ineffective use of
team member read the effective sample speech sources
speech and evaluate how
well it incorporates Review examples of Discuss methods for Correctly describe
relevant sources effective and improving methods for improving
ineffective use of ineffective use of ineffective use of
sources from sample sources sources
speech passage

5
Share After listening to team Analysis Give examples of In small groups, Correctly give critical
feedback to members read a We the how to give critical practice giving feedback on sample
team People unit speech, feedback and how critical advice after speech
members on learners will, using their not to give critical sample speech is
content of hard copy of the speech, feedback read aloud
speech effectively convey to
team members how well Demonstrate how to
the following tasks were give feedback in
completed: subquestions mock practice
were answered, key terms
were explained or
defined, and sources
supported the arguments

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6. Edit speech While listening to team Application Review proofreading In pairs, one partner Corrects grammar,
for mechanics members read a We the marks corrects hard copy of punctuation, and spelling
People unit speech, sample speech as errors on hard copy of
learners will detect Review parallel other partner reads it sample speech, provided
grammar and stylistic structure aloud that the speech contains
flaws and spelling and less than ten mechanical
punctuation errors using a Show samples of errors combined
hard copy of the speech. awkward sentences
and discuss strategies
for revision Formulates effective
strategies for revising
awkward sentences

7. Edit While listening to team Synthesis Review parallel In pairs, condense Effectively condense
speech for members read a We the structure and active sample speeches sample speeches using
length People unit speech, voice using parallel parallel structure, lists,
learners will time the structure and active active voice, and
speech and formulate Demonstrate how to voice and discuss subordinate clauses
methods for extending or condense passages which techniques
condensing the speech to using parallel were used Successfully identify
four minutes in length structure and active methods used to
voice. condense passages in
sample speech
Using a passage from
a sample speech, In pairs, discuss how Successfully devise
explain how to to extend sample methods for extending
extend a speech with short speeches with sample speeches with
additional content additional content additional content

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8. Ask After giving feedback on Analysis/Synthesis Using a sample Read a sample Successfully create list
follow-up a We the People unit speech passage, speech and create of follow-up questions
questions speech, learners will use demonstrate types of list of follow-up using content from
the content of the speech questions that can be questions based on sample speech
and a handout of pre- generated from the the speech
written questions to content of the speech
generate appropriate
follow-up questions Conduct a mock
follow-up question- In small groups,
and-answer session conduct mock
using handout and follow-up question-
sample speech and-answer sessions.

9. Evaluating After listening to answers Comprehension/ Review source- Describe source- Correctly describe
follow-up to follow-up questions, Evaluation analysis-example- analysis-example- source-analysis-
answers. learners will evaluate answer method of answer method of example-answer method
answer’s adherence to the answering follow-up answering questions of answering questions
source-analysis-example- questions
answer method of
answering questions

Conduct brief mock In small groups, Effectively evaluate
question & follow-up while conducting follow-up answers in
answer session and mock follow-up practice
evaluate follow-up question and answer
answers sessions, practice
orally evaluating
follow-up answers

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10. Share After listening to answers Evaluation Review guidelines Watch videotape of Effectively share
feedback on to follow-up questions, for giving sample competition feedback on follow-up
follow-up We the People unit constructive criticism and discuss feedback answers
answers speech, learners will, (objective 5) to give to team
using their hard copy of members
the speech, effectively
convey to team members Review guidelines Give feedback
how well they executed for eliciting answers during simulations of
the following: from reticent team follow-up sessions.
members and
1.) Used the source- discouraging
analysis-example-answer excessive answers
method of answering from talkative team
questions members

2.) Balanced answers
among all members of the Demonstrate how to
team give feedback in
mock practice

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Instructor Guide for
We the People Alumni Expert Training

Instructor Materials Included

We the People Alumni Alumni Expert Training Session


Through Gagne’s 9 Events of Instruction

1.) Gaining attention (reception)
• Describe memories of Monday night practices.
• Reflect: What kind of feedback did you want when you were a student at Monday night practices?
What kind did you need?

2.) Activating motivation (expectancy)
• Pretest (See PowerPoint slide): Open-ended questions on what distinguishes a good We the
People speech from a mediocre one, and on the characteristics of a good follow-up answer.
• Review objectives orally (ten total, divided into two categories).
• Emphasize membership in the broader program, civic virtue, and republicanism, mention
possibility of receiving National Honor Society tutoring service hours.

3.) Stimulating recall of prerequisite learning (retrieval)
• Remember when: As a large group, learners synthesize the answers to the pretest to create a
master list
• Show learners current unit questions and ask them to discuss how they would go about answering
those questions (they should generate sources, examples of current or historical events, etc., come
up with 3-5 sources that could be used to answer the first question).

4.) Presenting the stimulus material (selective perception)
a. Demonstrate how to number subquestions and list key terms (Using PowerPoint). Present Power
Point slides that identify types of subquestions and key terms, as well as examples of each.
b. Using PowerPoint slides, present example of passage from speech that answers subquestion;
present nonexample passage from speech; and show how a direct answer refers back to
keywords in the question.
c. Present examples of sample speech that does a good job explaining or defining key terms
d. Using PowerPoint slides, present list of types of sources and use sample speech passages that
a.) use sources effectively and b.) use sources ineffectively.
e. Using PowerPoint slides, present ideal and nonideal ways of giving critical feedback. Compare
giving effective vs. ineffective feedback to teachers giving effective vs. ineffective feedback.
f. Using PowerPoint slides, present information on parallel structure.
g. Using PowerPoint slides, present information on active voice.
h. Using PowerPoint slides, discuss how to generate follow-up questions with passages from
sample speech.
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i. Using PowerPoint slides, review Source-Analysis-Answer-Example (SAAE) method of
answering follow-up questions.
j. Refer back to “e” above, apply method to giving effective feedback on follow-up answers
5.) Provide learning guidance (semantic encoding)
a. Request that learners identify and label subquestions (using example on learner handout, p. 5) and
key terms (using example on learner handout, p. 6).
b. Request that learners label and number the subquestions in the example (on learner handout, p. 1).
c. Request that learners to rewrite sample passage (on learner handout, p.9) so that it directly answers
the question.
d. Role play giving feedback with one learner on Unit 1.1 Nationals speech (1st four paragraphs), ask
learners to identify what was effective or ineffective about the feedback.
e. Practice/rehearse using proofing marks when editing Unit 1.1 Nationals speech (1st four
paragraphs).
f. Ask learners to review parallel structure in Pledge of Allegiance, review with whole class.
g. Using PowerPoint slide, present effective example of SAAE method of answering follow-up
questions (also in learner handout, p. 22).
6.) Eliciting the performance (responding)
a. Request that learners review Unit 1.1 Nationals speech (Appendix B in learner handout).
b. Arrange for learners to work in pairs—one person reads Unit 1.1 Nationals speech aloud while the
other looks for answers to subquestions and references to key terms, keeping track when possible
by crossing off identification marks (numbered subquestions, list of key terms).
c. Request that learners discuss strategies for condensing or extending the speech (in pairs).
d. Arrange for learners to discuss in small groups how to change indirect answers to direct answers,
share briefly with large group.
e. Arrange for learners to discuss key terms that need further defining.
f. Request learners to explain what makes the use of a source effective.
g. Request that learners practice giving oral feedback on speeches (in small groups).
h. Ask volunteer learners to generate follow-up questions from sample speech (in large group).
i. Arrange for small group of volunteer learners to model answering follow-up questions using the
SAAE method and giving feedback on answers (to large group).

7.) Providing feedback about performance correctness (reinforcement)

Kathleen Gordon


a. Provide feedback during large group instruction.
b. While circulating the room and observing small groups work, offer corrective suggestions.
c. Offer praise and suggestions where appropriate.

8.) Assessing the performance (retrieval)
a. Summarize what was observed in small groups to the large group, provide feedback.

9.) Enhancing retention and transfer (generalization)
a. Administer follow-up self-evaluation check-list after first practice session with WTP members.
b. Discuss progress with learners throughout the WTP season, reinforcing key points when necessary
(discreetly).

Kathleen Gordon


We the People Alumni Expert Training Session Objectives
Speech Objectives

1. Given one set of We the People unit questions, learners will correctly identify and label
all subquestions and key terms within 5 minutes.
2. Given one set of labeled We the People unit questions and a hard copy of a student
speech, learners will listen to a team member read the speech and correctly determine
whether the speech contains answers to all subquestions.
3. Given one set of labeled We the People questions and a hard copy of a student speech,
learners will listen to a team member read the speech and correctly identify whether the
speech defines or explains all key terms.
4. Given one set of labeled We the People unit questions and a hard copy of a student
speech, learners will listen to a team member read the speech and evaluate how well it
incorporates relevant sources.
5. After listening to team members read a We the People unit speech, learners will, using
their hard copy of the speech, effectively convey to team members how well the
following tasks were completed: subquestions were answered, key terms were explained
or defined, and sources supported the arguments.
6. While listening to team members read a We the People unit speech, learners will detect
grammar and stylistic flaws and spelling and punctuation errors using a hard copy of the
speech.
7. While listening to team members read a We the People unit speech, learners will time the
speech and formulate methods for extending or condensing the speech to four minutes in
length.

Follow-up Objectives
8. After giving feedback on a We the People unit speech, learners will use the content of the
speech and a handout of pre-written questions to generate appropriate follow-up
questions.
9. After listening to answers to follow-up questions, learners will evaluate answer’s
adherence to the source-analysis-answer-example method of answering questions.
10. After listening to answers to follow-up questions, We the People unit speech, learners
will, using their hard copy of the speech, effectively convey to team members how well
they executed the following:

a. Used the source-analysis-example-answer method of answering questions.
b. Balanced answers among all members of the team.

Kathleen Gordon


We the People Alumni Expert Pre-Test (Small-Group Discussion)

1.) Think about your experiences as a We the People student and, in particular, of the Monday night
practices. Which aspects of the practices were the most productive? Which were the least productive?

2.) Of the various speeches you wrote (districts, state, etc.), which was the most successful? Think about
both the writing process and the components of that speech. Why did it turn out so well?

3.) When answering follow-up questions, which members of your team had the most growth? What were
the reasons for this growth? How can we foster this growth?

4.) Who (among last year’s alumni) gave the most helpful feedback? Consider the substance and manner
of the feedback. Why was it so helpful?

Kathleen Gordon


Transparency 1 – Identifying Subquestions

Sample Unit Question 1
An American scholar argues that Americans’ religious faith
is not itself a source of deep division; the division is over the
role that religious values should play in political choices.*
Do you agree or disagree? What evidence can you offer to
support your position?

• Under what circumstances is protecting the health of the
community more important than the religious beliefs or value
of particular sects?

• What are the advantages and disadvantages of religious
diversity in society?

Kathleen Gordon


Transparency 2 – Identifying Subquestions

Although the First Amendment is expressed in absolute
terms, under what circumstances, if any, are limitations on
freedom of expression justifiable? Why?

•Is it preferable to have a single standard that applies to all
forms of expression or should there be a separate standard for
so-called “hate speech”? Why or why not?

• What are the benefits of freedom of expression to individuals
and to society? The costs?

Kathleen Gordon


Transparency 3 – Identifying Key Terms


Why was the history of the Roman
Republic both an example and a warning
to America’s founding generation?

• Why do you think the Founders chose a
republican or representative government
rather than other known forms of
government?

• In Federalist 39, Madison argues that “It is
essential to such a [republican] government
that it be derived from the great body of the
society, not from an inconsiderable
proportion, or a favored class of it.” Do you
agree or disagree? Why?

Kathleen Gordon


TRANSPARENCY 4 - GRAPHIC ORGANIZER
Write the subquestions in the boxes below. Use the smaller boxes if a subquestion can
be broken down even further into additional subquestions.

Kathleen Gordon


Kathleen Gordon


Transparency 5 – Identifying Answers to Subquestions

Why was the history of the Roman Republic both an example
and a warning to the founding generation?

Indirect Answer

The principal conquests of the Romans were achieved
under the republic, and the emperors, for the most part were
satisfied with preserving those dominions. From the initiation
of Publius Valerus to the defeat of Carthage, the prosperous
conditions were never better. However the narcissism of a few
men instigated its decline and fall.
With the collapse of the Roman Republic, Caesar
Augustus used his newly gained power by creating numerous
political positions throughout his empire. . .

Kathleen Gordon


Kathleen Gordon


Appendix A

Kathleen Gordon


Kathleen Gordon


Appendix B

Unit 1.1 Nationals Speech

The principal conquests of the Romans were achieved under the republic, and the emperors, for
the most part, were satisfied with preserving those dominions. From the initiation of Publius Valerius to
the defeat of Carthage, the prosperous conditions were never better. However, the narcissism of a few
men instigated its decline and fall: a hallowed revolution that should serve as a warning for America
today.

With the collapse of the Roman Republic, Caesar Augustus used his newly gained power by
creating numerous political positions throughout his empire. The most common were magistrates, both in
Rome and in the provinces. As the appointees took their positions, constitutional freedom diminished
throughout the Roman world.

Thus began the decline and fall of the Roman Republic, as Edward Gibbon, a contemporary of the
Founding Fathers, stated in 1776. As more officials became corrupt, so too did the entire Senate majority,
and eventually Caesar himself. Adam Smith wrote that luxury destroys republics, and as the fate of the
Roman world hung in the balance between civic virtue and self-interest, the latter became more successful
for Roman senators.

John Adams, in a letter written to his wife while at the second continental congress on the eve of
the approval of the Declaration of Independence, wrote, “It is the will of God that these two nations be
sundered forever,” so that “…the people will have unbounded power.” Just as Roman citizens usurped
the Tarquin kings, the founders regarded taxation without a vote in parliament as slavery, so they wished
to eliminate virtual representation and create a system based on popular sovereignty.
However, Plato believed that, in order for republicanism to succeed, citizens must have shared
values and civic virtue. Only then can people and governors put society before self. If this is not the case,
he warns us, much like Aristotle, “Democracy passes to despotism.”

The Romans fascinated the Greek historian Polybius. He discovered that Rome functioned as a
mix of autocracy, oligarchy, and republic; and he credited this mixed government with the success of the
civilization.

In times of crisis that required action, the senate would temporarily hand its power to an dictator,
creating a strong executive. One man would be expected to lead his country through the plight only to
devolve his power back to the representatives when he was done. The most famous example is
Cincinnatus.

The immense landmass which America encompassed made a republic, like that of Rome, the
obvious choice, for any other choice would create dispute among the already existing states. With
representative democracy and enfranchisement offered to both Rome and its conquered dominions, Rome
succeeded in creating the largest and most successful civilization the founders could have studied. What

Kathleen Gordon


the founders learned from Rome can be seen in Federalist 10, where Madison said that a Republic is the
best way to expand the vote to the people of a large nation and prevent the iron law of oligarchy.

Rome, with the office of the Tribune, created a way for the lowest classes of society to be
represented in government. However, those with the highest standing in society primarily governed the
Roman Republic. To become a citizen, and thus to be able to hold office or vote, one had to be Latin,
male, and a land owner.

Consequently, voters were educated. Early founders agreed with David Hume, saying that public
opinion must be refined and passion must be separated from reason. They believed that the uneducated
masses could not be trusted with the success of government, so they created institutions that helped to
remove government from their control. The early senate and the Electoral College are two examples.
However, they also created a judiciary that would serve to protect the people from true oligarchy, much
like the Tribunes of Rome.

Madison’s argument in Federalist 39 is ideal, but the issue is that he contradicts himself. In fact,
he and many founders believed in keeping the power to vote from certain classes and races.

We agree in expanding suffrage, and so did the Romans, who offered a place in society to their
vanquished enemies. In A Theory of Justice, political philosopher John Rawls said that we must expand
enfranchisement to guarantee fairness. Only then can our government “establish justice” and “promote
the general welfare.”

The founders wished to emulate the successes of the Roman republic. With large population and
land, they knew that a republic could afford rights to citizens while ensuring protection from mob
democracy because popular sovereignty with limits ensured a successful state. While the successes of the
early Rome were a paragon of republicanism, its fall is a grim warning of what it can become.

Kathleen Gordon

We the People

Participant Guide
for
Alumni Expert Training


Welcome, We the People Alumni Expert!

Thank you very much for volunteering as an alumni expert for the Munster High School
We the People program. The We the People programs were created in 1987 by an act of
Congress, with Chief Justice Warren E. Burger serving as first chairman, in order to foster
greater citizenship in our youth. The program allows young people an in-depth examination
of our founding documents as well as the history and philosophy surrounding them. Students
get to study our legal and governmental systems and see their role within them. Your work in
helping them explore the material and prepare for competition is very much appreciated.

The course is divided into six units with 3-4 students assigned specifically to a unit. While the
class as a whole will study the entire text and accompanying materials, students will be
asked to specialize in one particular unit. Each unit will have two or three experts assigned to
their group to serve as a resource and guide. (That’s you). On Monday evenings, starting on
October 9, 2011, we will work from 5-7:30 p.m. The students will have examined the questions
and already have a pretty good idea of how they wish to answer them from our work in
class. Your job will be to challenge their ideas, point them in the right direction for additional
materials, and help them develop expertise in their unit. As the Mondays progress, you can
help students find ways to articulate their ideas and use the supporting content for follow-up
questions.

Training sessions for alumni experts will take place in two separate sessions, each lasting an
hour and a half. This training booklet is designed for you to refer to throughout the We the
People season. I hope you have as much fun serving as an alumni expert as you did as a
member of the We the People team.

Kathleen Gordon


We the People Expert Pre-Test (Small-Group Discussion)

1.) Think about your experiences as a We the People student and, in particular, of the
Monday night practices. Which aspects of the practices were the most productive? Which
were the least productive?

2.) Of the various speeches you wrote (districts, state, etc.), which was the most successful?
Think about both the writing process and the components of that speech. Why did it turn
out so well?

3.) When answering follow-up questions, which members of your team had the most
growth? What were the reasons for this growth? How can we foster this growth?

4.) Who (among last year’s alumni) gave the most helpful feedback? Consider the
substance and manner of the feedback. Why was it so helpful?

Kathleen Gordon


We the People Expert Training Objectives
By the end of this training session, you will be able to accomplish the following
during a team practice:

Speech Objectives
1. Correctly identify and label all subquestions and key terms in a unit within 5-10 minutes.

2. Correctly determine whether the speech contains answers to all subquestions.

3. Correctly identify whether the speech defines or explains all key terms.

4. Evaluate how well a speech incorporates relevant sources.

5. Effectively convey to team members how well the following tasks were completed:
subquestions were answered, key terms were explained or defined, and sources supported
the arguments.

6. During practice, detect grammar and stylistic flaws and spelling and punctuation
errors.

7. Time the speech and formulate methods for extending or condensing the speech to
four minutes in length.

Follow-up Objectives
1. Use the content of the speech and a handout of pre-written questions to generate
appropriate follow-up questions.

2. Evaluate the answer’s adherence to the source-analysis-example-answer method of
answering questions.

3. After listening to answers to follow-up questions, We the People unit speech, learners will, using
their hard copy of the speech, effectively convey to team members how well they executed
the following:

a. Used the source-analysis-example-answer method of answering questions.
b. Balanced answers among all members of the team.

Kathleen Gordon


SECTION 1
The first section of this guide will deal with how to use the unit handout. This is the handout
containing all the questions that are assigned for a district, state, or national competition.

Breaking Down Unit Questions

As a former We the People student, you are familiar with how the unit questions look. Each
unit question contains multiple subquestions that the speech must answer:

When you are working as an expert, you need to identify each subquestion so that while you
are listening to the students read the speech, you can quickly discern whether or not each
subquestion has been answered.

Consider the example below (this is a Unit 5 question).

An American scholar argues that Americans’ religious
faith is not itself a source of deep division; the division is Quote that serves as
The question’s focus
over the role that religious values should play in political
choices.* Do you agree or disagree? What evidence can
you offer to support your position? 2.

1.

4.
• Under what circumstances is protecting the health of the
community more important than the religious beliefs or values
3.
of particular
sects?

6.
5,

As you can see, there are six parts to the question, or six subquestions that the speech must
answer. The following pages will give you an example of a labeled subquestion and tips on
identifying subquestions.

Kathleen Gordon


Labeling subquestions is helpful because, when you are listening to the students read a
speech, you can quickly identify whether each subquestion is answered.

It is a good idea to cross off subquestions as they are answered. This way, you can
direct students to the subquestions that have not been answered as soon as they are
done reading the speech.

In addition, underlining key terms in the question can focus your attention on key
features of the question.

Sample Labeled Unit Question:

An American scholar argues that Americans’ religious faith is not itself a source
of deep division; the division is over the role that religious values should play in
political choices.* 1[Do you agree or disagree?] 2[What evidence can you offer to
support your position?]

• Under what circumstances is protecting the health of the community more important
than the 3[religious beliefs] or 4[values] of particular sects?

• What are the 5[advantages] and 6[disadvantages] of religious diversity in society?

This sample uses brackets, numbering, and underlining to highlight the different subquestions,
as well as key features of the subquestion.

Try this yourself with the example below:

Although the First Amendment is expressed in absolute terms, under what
circumstances, if any, are limitations on freedom of expression justifiable? Why?

• Is it preferable to have a single standard that applies to all forms of expression or
should there be a separate standard for so-called “hate speech”? Why or why not?

• What are the benefits of freedom of expression to individuals and to society? The
costs?

Kathleen Gordon


You may want to take a few minutes before you meet with the students to label your
subquestions. Here are some tips to help you identify the subquestions:

1.) The first thing you want to do is look for question marks:

What are the benefits of freedom of expression to individuals and to
society? The costs?

2.) The next thing you want to do is look for multiple interrogative pronouns in one
question. Interrogative pronouns include:

What Which Who Whom Whose How* Why*

*(While not strictly interrogative pronouns, for our purposes, we can include these in o list as well)

If you don’t look carefully for multiple interrogative pronouns, you can overlook the
fact that what appears to be one question actually contains two separate questions:

1
E.g.
How and 2why were written guarantees of basic rights important in the
development of Americans’ ideas about government?

3.) You also want to look for groups of words joined by the coordinating
conjunctions and or or. Consider the two examples below:

1. In what ways were colonial legislatures more 1representative and
2
independent than the British parliament?

2. What are the 5advantages and 6disadvantages of religious diversity in
society?

In the first example, the two subquestions focus on two standards of comparison, one
focusing on representativeness and the other focusing on independence, In the
second example, the two subquestions focus on opposing sides of one issue. These
types of questions are quite common (they are what make researching for We the
People so wonderfully complex!)

Kathleen Gordon


Identifying Key Terms
Key terms are usually significant features of the unit question, and defining or explaining
them sets parameters for arguments in speeches and lets the judges know that team
members have a correct understanding of those terms.

As the students read their speeches at practice, you should check to make sure that
all key terms have been defined or explained. Key terms include:

Proper Nouns – Magna Carta, Words ending with “ism” –
Alexis de Tocqueville, the republicanism, constitutionalism
Reformation

Theories – social contract theory, Subject-specific terms (jargon) –
unitary theory
sovereignty, divided government,
bully pulpit

Key terms also included any words or phrases in the unit handout that are italicized or set off in
quotes. Unless those terms are the focus of the question, (see First Amendment in the example Key
terms do not include words or phrases that most laypersons can identify, such as social class or
executive branch

Just as you highlighted the subquestions on your unit handout, you should list key terms next
to the unit question, and, while the students are reading the speeches, cross off those that
have been defined. This way, you can quickly identify which terms students will need to
define when giving them feedback. Consider the example below:

First Amendment
absolute terms
freedom of expression

“hate speech”

Although the First Amendment is expressed in absolute terms,
under what circumstances, if any, are limitations on freedom of expression
justifiable? Why?
Kathleen Gordon


Now it’s your turn! Identify and list key terms for the example below. The first has been
completed for you:

Roman Republic
Why was the history of the Roman Republic both an example and a warning to
America’s founding generation?
• Why do you think the Founders chose a republican or representative government rather
than other known forms of government?

• In Federalist 39, Madison argues that “It is essential to such a [republican] government
that it be derived from the great body of the society, not from an inconsiderable
proportion, or a favored class of it.” Do you agree or disagree? Why?

SECTION 2
Section 1 of this guide covered how to label your unit handout to make it more useful. Section 2 will
deal with how to evaluate the student speeches. The three main questions that you need to ask are:
1.) Does the speech answer all the subquestions? 2.) Have all key terms been defined or explained?
and 3.) How effective is the use of sources in this speech?

Identifying Answers to Subquestions
One of the common problems that We the People students struggle with when writing their speeches
is making sure that all of the subquestions in a unit question have been answered. As an expert, you
want to ensure that the student speech directly answers each subquestion, rather than merely
dealing with the same information identified in the subquestion. Here is a subquestion with an answer
that is not direct.

SubquestionAnswer (not direct)Tocqueville said Americans sought to rely on their
A
own efforts to solve problems and “resist the evils and difficulties of life.” Is that still true
today? What evidence can you offer?In contemporary America, many Americans prefer a
socialist type of government. For example, many of them receive various forms of
financial help from the federal government, such as Medicare, Medicaid, unemployment,
a
and Social Security.

Kathleen Gordon


This answer doesn’t directly address the question. It deals with a subject that is parallel to the
subquestion (arguing that Americans prefer a “more socialist government” and receive financial help
from the federal government ) rather than informing us whether the same self-sufficiency that de
Tocqueville observed can be found in America today.

A direct answer to the question will restate key parts of the question. Consider the reworked
example below:

SubquestionAnswer (direct)de Tocqueville said Americans sought to rely on their
A
own efforts to solve problems and “resist the evils and difficulties of life.” Is that still true
today? What evidence can you offer?In contemporary America, Americans rely to some
extent on their own efforts to solve problems, but nowhere near to the degree that
de Tocqueville observed. For example, during deTocqueville ‘s era, American families
would not have considered receiving money from the government, as they do today,
when facing financial difficulties.

receive various forms of financial help from the federal government, such as Medicare,

This is a more direct answer to the subquestion. It uses the same language as the subquestion, as
shown in the highlighted phrases above. When you are reviewing the student’s speech, make sure
the speech directly answers all subquestions (preferably, in an accurate fashion!)

On a separate sheet of paper, rephrase the following indirect answer so that it answers the
subquestion more directly. You may add words, phrases, or sentences.

SubquestionAnswer (direct)Why was the history of the Roman Republic both an
A
example and a warning to the founding generation?The principal conquests of the
Romans were achieved under the republic, and the emperors, for the most part
were satisfied with preserving those dominions. From the initiation of Publius
Valerus to the defeat of Carthage, the prosperous conditions were never better.
However the narcissism of a few men instigated its decline and fall.

With the collapse of the Roman Republic, Caesar Augustus used his newly gained power
by creating numerous political positions throught his empire. . .

Kathleen Gordon


Evaluating The Use of Key Terms

You have already practiced identifying key terms in the unit question. Now let’s look at how
key terms should be defined or explained:

Consider the following question:
3.3 “The Due Process Clause is a constitutional guarantee that includes the interests of
the whole public, not just defendants.”* Do you agree or disagree with this contention?
Why?
How would you distinguish between procedural and substantive due process and
why are both important?
How is the idea of fundamental rights related to natural rights philosophy?

The following passages effectively define and explain the term due process.

Due process has been effective and has
This passage effectively defines the
withstood the trials of time to protect the
term due process.
innocent from being found guilty, by means of
our right to counsel,

which was implemented in Gideon v. This passage begins with source, a
Wainwright to protect the guilty from landmark case that illustrates one
unneeded abuse, like aspect of due process,

THEN
in Hamdan v. Rumsfeld to make fair processes
Continues with a second source, a
in order to use the services available to us, like more recent court case that illustrates
the selection of jurors to navigate the another aspect of due process
bureaucracy, and ultimately, to live in society.

Due process goes beyond the scope of trial law. This passage provides information
It protects us in many aspects of life, and in beyond the basic definition of the term
our day-to-day activities. The Due Process
Clause guarantees more than fair process, and
the "liberty" it protects includes more than
the absence of physical restraint.
Kathleen Gordon


This speech defines and illustrates the concept of due process so extensively because it is the
central focus of the unit question. The following passage defines the term fundamental right, which is
less central to the question but still important.

A fundamental right is one that is necessary for This is the only passage in the speech that
fairness or due process. Fundamental rights aren’t defines and explains the key term
always enumerated in the Constitution, but as fundamental right. It effectively provides a
decided in Michael v. Gerald, they are so rooted in definition and uses a court case to illustrate
the traditions and conscience of our people as to be the concept.
ranked fundamental.

Let’s evaluate the use of key terms in another example. What suggestions would you make to
improve the definition of the key term democracy in the following passage?

SubquestionAnswer “In comparison to other democracies the American political culture still
A
contains many of the values that make for vibrant democracy, and these may have even increased
over the past several decades. Tocqueville would not recognize contemporary America, but he still
might conclude that his observations about democracy in America generally hold true today.”* Do
you agree or disagree? Why? In the 1830s, De Tocqueville was able to comment upon America.
In his book Democracy in America, he writes that America has the characteristics vital to a
vibrant democracy which include political equality and discourse, along with opportunity and
b
equality of condition which will in turn make us into the superpower he predicted we would be.

Evaluating the Use of Sources
As you may recall, using of sources to support arguments is extremely important in both the
speeches and follow-up questions. In order to refresh your memory, a list of types of sources and
corresponding examples is provided below:

The Constitution Scholars – V.O. Key
Founding Documents - The Public Figures - Chief Justice John
Declaration of Independence Roberts
Ratification/Debate Documents – News Sources – CNN, Newsweek
The Federalist Papers (cont’d)
Kathleen Gordon


Court Cases – Tinker v. Des Moines Current Events – references to the
health care debate
Political Scientists – Robert Dahl
Statistics
Philosophers – John Locke

References to sources in speeches should be relevant and specific. Consider this
subquestion:

de Tocqueville said there was greater opportunity and equality of condition among people in America
than anywhere else. Is that still true today? What evidence can you offer?

Below are comparisons between effective and ineffective ways of using sources to answer
this subquestion.

I
Irrelevant Use of SourceRelevant Use of SourceToday, however, education is the new
path to success. According to the U.S. Bureau of Labor, the average annual salary without a high
school GED is 24,000, whereas the average annual salary with a master’s degree is $63,000.Now,
education serves as the primary method of social mobility. For example, the GI Bill allows
any citizen to serve in the military and receive a college education. According to the
Department of Veterans Affairs, 339,742 veterans used their GI Bill Benefits to pay for
higher education in 2002.

The first example uses a statistic that demonstrates the importance of education in achieving
a higher standard living. However, the question asks for evidence that supports or refutes the
idea that Americans can receive those educational opportunities and achieve greater
equality of condition. The second example does a much better job demonstrating that
Americans today have opportunities to rise in
socioeconomic status.

Selecting relevant sources is probably the most difficult challenge of using sources. As an
expert, you will not be expected to ensure that every single source in a speech is relevant.
However, it is a useful standard to be aware of and point out to students.

Kathleen Gordon

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