LCTA p. 1
Western Governors University
WGU Writing, Research and
Presentation Task
Student’s Name: Steven Zahm
Student’s Email Address: szahm@my.wgu.edu
WGU ID:
46495
Mentor: Dr. Mohamed Ali
Date Completed:
LCTA p. 2
Table of Contents
Introduction ...........................................................................................................3
General instructions for submitting this performance task………..………………..4
Task 1. Choosing a Topic……….………………………………………..…….………6
Task 2. Paper Audience Analysis……………………………………………………..7
Task 3. Thesis Statement……………………………………………………………...8
Task 4. Research Process Exhibit………………………………..………….…...…..9
Task 5. Annotated Bibliography………………………………………………………10
Task 6. Documentation Style Sheet Exhibit..……………………………………….11
Task 7. Primary Research Exhibit………………………………..……………...…...12
Task 8. Organizing Your Research Paper..……………………………….…….…..13
Task 9. Research Paper………………………………………………………..…..….14
Task 10. Presentation Audience Analysis………..…………………………….…....15
Task 11. Presentation Outline…………………………………………………….……16
Task 12. Visual Aids……………….……………………………………………….…..17
Task 13. Video-Taped Presentation….……….…………………...……………….....18
Student Statement of Academic Authenticity………………………………………....19
Observer Form………………………………………………………………….………..20
Writing Tutor Form…………………………………………………………….…………21
Copyright  2002, Western Governors University
All rights reserved. No part of this book may be reproduced or utilized in any form or by
any means, electronic or mechanical, including photocopying, recording, or be any
information storage and retrieval system, without prior permission in writing from the
publisher.
LCTA p. 3
Introduction
The WGU Writing, Research and Presentation performance task is one of the
assessments that you are required to pass to satisfy the requirements of the language
and communication domain for your associate’s degree. This performance task will
allow you to demonstrate that you have mastered competencies in the use of Standard
English as it is used for written and spoken expression. To review the individual
competencies visit www.wgu.edu or contact your mentor for further information.
The Writing, Research and Presentation performance task consists of thirteen
separate tasks that you will submit as a product to be graded by an independent third
party. To successfully complete this performance task you need to carefully follow
directions and complete all items with minimal mechanical or grammatical errors. Your
final research paper will be submitted to www.turnitin.com to ensure that you are
submitting your own original work and that you have properly cited your sources. You
have the option of submitting your final draft to www.turnitin.com prior to final review of
your product. Contact your mentor for more details.
You will receive either a pass or fail grade on this performance task.
Due date: ____________
LCTA p. 4
General Instructions for Completion of Individual Tasks
and Submission of the Final Product
1. All work must be typed, with consistent use of margins and font (both type and size).
Margins should be one-inch wide, and 12-point font should be used.
2. Each task should include your name, student number, the name of your mentor, and
the name of the task.
3. You will respond to several questions within each task. You can insert your
responses directly into this document, or you can retype the task questions followed
by your response into a new document.
4. You will be graded on your ability to follow directions by clearly and completely
responding to all questions within each of the tasks. Your responses should contain
no mechanical or grammatical errors.
5. Your mentor will help you determine if you have successfully completed all tasks.
6. You will submit all of your work at one time after all of the individual tasks are
complete. All tasks must be completed before they are submitted for scoring.
Incomplete tasks will not be evaluated.
7. You will submit a hardcopy and an electronic copy (on floppy disk, zip disk or CD) of
your final product along with the VHS videotape of your oral presentation to:
Director of Assessment
Western Governors University
4001 South 700 East ~ Suite 700
Salt Lake City, UT 84107-2533
Please note that your final product will remain on file at WGU. Your videotape will not
be returned.
8. All research papers are submitted electronically by WGU to www.turnitin.com to
ensure that you are submitting your own original work. It is essential that you
properly cite all sources using in-text citations (parenthetical citations) and that you
document all sources in your annotated bibliography and works cited. Therefore,
keep a good record of the authors, titles, page numbers, etc., of your sources as you
research your topic.
LCTA p. 5
Submit the Following Tasks:
 Signed Statement of Authenticity
 Signed Tutor Form, if a Tutor was Consulted
 Task 1. Choosing Your Topic
 Task 2. Paper Audience Analysis
 Task 3. Thesis Statement
 Task 4. Research Process Exhibit
 Task 5. Annotated Bibliography
 Task 6. Documentation Style Sheet Exhibit
 Task 7. Primary Research Exhibit
 Task 8. Organizing Your Research Paper
 Task 9. Five- to Eight-Page Research Paper
 Task 10. Presentation Audience Analysis
 Task 11. Presentation Outline
 Task 12. Visual Aids
 Task 13. Five- to Seven-Minute Video-Taped Presentation (VHS tape)
 Signed and Completed Observer Form for Task 13: Video-taped presentation
Remember……
You are to submit a hardcopy and an electronic copy (on floppy disk, zip
disk or CD) of your final product along with the VHS videotape of your oral
presentation.
LCTA p. 6
Task 1 – Choosing a Topic
The first step in the writing process is to choose a topic. You may choose any topic that
interests you. It is important that you choose a topic that will allow you to write a five- to
eight-page essay as well as give an oral presentation. Once you choose a topic,
contact your mentor to confirm that the topic is appropriate for this performance task.
Directions: Answer the following questions regarding your research paper topic.
1. What is the topic of your paper? What was your original topic? Write one or two
paragraphs discussing how you went about narrowing your topic.
The topic of my research paper will be to answer the question: Do the decisions and
opinions (majority, concurring, dissenting) of the Supreme Court reveal that they
believe the intent of the 2nd Amendment supports a “collective” or “individual” right to
keep and bear arms.
2. Why did you choose this topic? What do you hope to accomplish by writing a
research paper on this topic?
I chose this topic because, as a gun owner, I have some personal interest in the
question and I hope to learn the truth (if one way or the other) on the matter. Much
of the current printed press on the matter claims that historically the Supreme Court
views the 2nd Amendment only in terms of a “collective” right. Yet, there have been
very few cases that addressed this question directly and I have seen numerous
quotes from different Supreme Court decisions that seem to contradict the prevailing
conventional wisdom.
3. What is your experience with the topic?
I really have no experience to speak of regarding this issue other than casual
reading. While a gun owner, I have not been (and probably will never be) a
supporter of the NRA; although I agree with many of the positions they hold.
4. What position or attitude have you taken on the topic?
My position is that even if I find the Court to hold that the 2 nd Amendment is a
“collective” right, the current application is that it is mostly an individual right decided
by the states, unless the is some compelling federal reason for intervention.
5. What are the positions or attitudes that others may take on the topic?
From what I have read, organizations like Hand Gun Control, take the position that
there is no individual right of gun ownership enumerated in the 2nd Amendment and
philosophically they would like to see private gun ownership made illegal with the
subsequent confiscation and/or federal registration of all privately owned firearms.
LCTA p. 7
Task 2 - Paper Audience Analysis
The audience of an essay is the intended or potential reader or readers. For most
writers, this is the most important consideration in planning, writing, and reviewing a
document. You "adapt" your writing to meet the needs, interests, and background of the
readers who will be reading your writing.
Directions: Answer the following questions regarding your audience.
1. What type of audience are you addressing? (i.e., experts, technicians, executives,
nonspecialists, etc.)
I would be addressing the non-specialist who has no personal knowledge of the
subject but probably has an opinion influenced more by popular or media opinion
and who feel that gun violence is a major problem and needs a solution.
2. How much knowledge, experience, or training do you expect your readers to have in
your topic area?
I think the range of experience will be broad as will the opinions. It is a controversial
subject in general and the specific aspect that I will research is somewhat of a
linchpin to both sides of the argument.
3. What will be new or unfamiliar to your audience?
I think the audience will be as unfamiliar as I am with the actual Supreme Court
rulings and opinions. Hopefully, this will be new information for them and allow them
to develop an informed position on the matter. This, of course, is true for me as well.
4. Are there technical points, jargon, or vocabulary that might need to be explained so
that your audience can follow the points in your paper?
There very may well be legal terminology and technical points of the difference
between federal legal interests and rights and state rights that will need to be
explained.
5. What do you want your audience to remember after reading your paper? Do you
want your audience to take some kind of action based on your paper?
I want the audience to be educated. The interpretation of 2nd Amendment issue is
only part of the gun-control controversy and does not answer any of the larger
questions such as what to do about gun violence or what aspects of gun-control are
acceptable within the framework of the Constitution.
LCTA p. 8
Task 3 – Thesis Statement
The thesis statement is a sentence or two in your text that contains the focus of your
essay and tells your reader what the essay is going to be about. Such a statement is
also called an "argument," a "main idea," “proposition,” or a "controlling idea." The body
of the essay gathers and organizes evidence that will persuade the reader of the logic of
your interpretation. Your thesis statement gives the reader a preview of the essay's
purpose and goal. Note that a thesis is an interpretation of a subject, not the subject
itself.
Directions: Insert your thesis statement in the area below.
Thesis Statement
The gun-control controversy is framed by one central question: Does the 2 nd
Amendment of the Constitution grant “individuals” the right to keep and bear arms or is
this a “collective” right applied strictly to the regulation of state militias? In order to
determine the answer, the relevant Supreme Court decisions, opinions, and comments
of the Justices will be examined.
LCTA p. 9
Task 4 - Research Process Exhibit
Preliminary reading and researching in the library serves several purposes: it gives you
an overview of the subject, provides a beginning set of bibliography sources, restricts or
narrows the topic, and suggests the availability of sufficient source materials. WGU has
an extensive online library located at www.wgu.edu for your convenience.
You will find full-text databases, interlibrary loan, document delivery, and electronic
reserves (e-reserves) in the WGU online library. If you need assistance you can contact
the WGU librarian via email at wgulibrary@wgu.edu.
Directions: Answer the following questions regarding your preliminary research. Note:
At least two of your sources must be from the WGU library.
Provide the names and/or locations of your sources.
1. Libraries: WGU Library and the Montgomery County Public library, Gaithersburg,
MD Branch
2. Indexes (paper and computerized):
(Insert response here)
3. Internet sources (name the search engines used and list search terms used):
Google: Gun Control, 2nd Amendment, Dennis Henigan, Brady Act, HandGun
Control, Inc., HCI.
FindLaw.com: Gun Control, 2nd Amendment, Miller, Cruikshank
FirstSearch/WGU Library: 2nd Amendment, Gun Control, Robert E. Shalhope, David
Kopel,
4. What sources did you get from the WGU online library?
a. Weinstein, H. (2003, May 7). The state court reaffirms ruling that gun
ownership is not a right; appeals panel rejects request for a hearing on a
decision that California’s gun control law does not violate the 2 nd Amendment.
Los Angeles Times. Retrived May 25, 2004, from http://
pqasb.pqarchiver.com/latimes/333727431.html?MAC=63d317c480cc9818ea0
11dee…
b. Cornell, S. and Shalhope, R. (Eds.). (2000). Whose right to bear arms did
the second amendment protect? Bedford: St. Martins.
5. List by author and title at least 10 initial sources drawn from the following sources:
a. Books: Cornell, S. and Shalhope, R. (Eds.). (2000). Whose right to bear
arms did the second amendment protect? Bedford: St. Martins
b. Popular magazines or newspapers: Weinstein, H. (2003), May 7). The
state court reaffirms ruling that gun ownership is not a right; appeals panel
rejects request for a hearing on a decision that California’s gun control law
does not violate the 2nd Amendment. Los Angeles Times. Retrived May
25, 2004, from http://
pqasb.pqarchiver.com/latimes/333727431.html?MAC=63d317c480cc9818
ea011dee…
c. Scholarly journal articles:
LCTA p. 10
1. Henigan, D. (1989).The Right to be Armed: A Constitutional Illusion.
San Francisco Barrister Law Journal 8.12
2. Kopel, D.B. (1999). The Supreme Court’s thirty-five other gun cases:
what the Supreme Court has said about the second amendment. 1999
Symposium. St. Louis University School of Law. St. Louis University
Public Law Review.
d. Web sites:
1. http://archive.aclu.org/library/aaguns.html
2. http://caselaw.lp.findlaw.com/data/constitution/amedment02.html
3. http://www.guncite.com
4. http://www.nra.org
5. http://www.gunlawsuits.org/defend/second/031402.php
(This is the website for the Legal Action Project of the Brady Center to
Prevent Gun Violence).
6. http://www.davekopel.org
7. http://jurist.law.pitt.edu/gunlaw.htm
8. http://www1.law.ucla.edu/~volokh/2amteach/sources.htm
e. Listservs:
f. Videos:
g. Other:
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Task 5 – Annotated Bibliography
An annotated bibliography is a list of citations to books, articles, and documents. Each
citation is followed by a brief (usually about 150 words) descriptive and evaluative
paragraph called the annotation. The purpose of the annotation is to inform the reader
of the relevance, accuracy, and quality of the sources cited.
Steps for Creating Your Annotated Bibliography
1. Locate and record citations to books, periodicals, and documents that may contain
useful information and ideas on your topic. Briefly examine and review the actual
items. Then choose those works that provide a variety of perspectives on your topic.
2. Cite the book, article, or document using the appropriate documentation style.
Review Task 6 regarding your choice of style sheet before you begin formatting your
bibliography.
3. Write a concise annotation that summarizes the central theme and scope of the
book or article. Include one or more sentences that:
a. evaluate the authority or background of the author,
b. comment on the intended audience,
c. compare or contrast this work with another you have cited, or
d. explain how this work illuminates your bibliography topic.
Directions: As you begin your research take note of your sources and include the
sources along with an annotation below. Review Task 6 regarding your choice of style
sheet before you begin formatting your bibliography.
Annotated Bibliography
Works Cited
Cornell, S. and Shalhope, R. (Eds.) (2000). Whose Right to Bear Arms Did the Second
Amendment Protect? Bedford: St. Martins
Annotation: This is a collection of historical essays and articles discussing the
interpretation of the Second Amendment and its origins and meanings.
Intended for serious in-depth research. Robert E. Shalhope is the George
Lynn Cross Professor of History at the University of Oklahoma. His primary
areas of research and interest are American political culture from 17601876. Saul Cornell is Professor of History at Ohio State University.
LCTA p. 12
“Gun Control: Why Doesn’t the ACLU Support an Individual’s Unlimited Right to keep
and Bear Arms?” 25 May 2004. (http://archive.aclu.org/library/aaguns.htm)
Annotation: This is the American Civil Liberty Union’s position paper on the
interpretation of the Second Amendment as not granting individuals the right
to possess weapons (arms). “Except for lawful police and military purposes,
the possession of weapons by individuals is not constitutionally protected.”
The ACLU describes Second Amendment issues in absolute terms, leaving
little room for dialog or compromise. In addition, there is no discussion or
recognition of the individual state’s arms possession provisions.
Henigan, Dennis. The Right to be Armed: A Constitutional Illusion. San Francisco
Barrister Law Journal, 8.12 (1998).
Annotation: Dennis Henigan is the Legal Director of the Legal Action Project of the
Brady Center to Prevent Gun Violence, the organization at the center of the
opposition to individual gun ownership and possession. Mr. Henigan’s
arguments go directly to the issue of the constitutionality of the individual
right to bear arms. His arguments are cogent and powerful as he makes the
case that there is no constitutional right for individual gun ownership by
calling the interpretation of the NRA an “illusion.”
Kopel, David B. The Supreme Court’s Thirty-Five Other Gun Cases: What the Supreme
Court Has Said About the Second Amendment. 1999 Symposium. St.
Louis University School of Law. St. Louis University Public Law Review.
1999 (http://www.davekopel.org/2A/LawRev/35finalpartone.htm).
Annotation: David Kopel is an avid supporter of the “standard model” interpretation of
the Second Amendment which argues for individual Americans to own and
carry guns. This symposium offers substantial evidence to that effect. The
paper cites 35 other Supreme Court cases that have addressed some
aspect of the Second Amendment, but indirectly. David Kopel is a former
Assistant Attorney General, State of Colorado; University of Michigan Law
School; Columnist, National Review Online; NRA Firearms Instructor;
Editor-In-Chief, Journal on Firearms and Public Policy.
“NRA-ILA FAQ: 25 May 2004 What does the Second Amendment mean?”
(Http://www.nra.org/framecfm?title=NRA%20Institute%20Legislative%20Act
ion&URL=http://www.nraila.org).
Annotation: A brief straightforward explanation of the NRA’s position on the Second
Amendment as protecting the individual’s unlimited right to possess
firearms. There is not much detail or argument being clearly meant as a
quick overview of the NRA’s position for the uninformed. This article is
comparable to the ACLU’s position paper in that both state their respective
positions as simply as possible. The ACLU does go into more depth of
analysis and stronger argument.
LCTA p. 13
“Supreme Court Cases: Summary.” 4 May 2004
(http://www.guncite.com/gc2ndsup.html)
Annotation: www.guncite.com is a pro-gun website. This is a summary of the five
Supreme Court cases that have directly related to the Second Amendment
with accompanying analysis and interpretation that is critical of anti-gun
groups or those interested in limiting gun ownership or possession. There is
no author listed but the information and analysis is well presented and wellwritten.
Henigan, Dennis. “The Second Amendment: Then and Now.” James Madison
University, March 14, 2002
(http://www.gunlaws.org/defend/second/031402.php).
Annotation: This is Dennis Henigan, Director, Legal Action Project, Brady Center to
Prevent Gun Violence, addressing a group at James Madison University.
He follows Attorney Steven Halbrook, representing the NRA. Mr. Henigan
uses this opportunity to make a strong and convincing argument against the
stated position of the NRA. He cites a case in which the NRA (in the
person of Steven Halbrook) filed a petition before the Supreme Court
arguing that it was unconstitutional for Congress to ban possession of fully
automatic weapons by the civilian population. He goes on to cite other
cases that make the NRA’s position look ridiculously extreme.
Volokh, Eugene. “Sources on the Second Amendment and Right to Keep and Bear
Arms in State Constitutions, IX.A. Sorted by State, though including both
Current and Superceded Provisions.” 25 May 2004.
(http://www1.law.ucla.edu/~volokh/2amteach/sources.htm).
Annotation: Volokh appears to favor the individual-right interpretation of the Second
Amendment. This is a compilation of the individual states (44) that have
state constitutions that enumerate the right of its citizens to bear arms.
Volokh, UCLA School of Law; Former Clerk for Justice Sandra Day
O’Connor; Former Clerk for Judge Alex Kozinski, US Court of Appeals for
the Ninth Circuit.
US Constitution: Second Amendment Text with Annotations. 25 May 2004
(http://caselaw.lp.findlaw.com/data/constitution/amendment02/)
Annotation: A review of the actual Second Amendment text with annotations discussing
the relevant case law, i.e. United States v. Miller, United States v.
Cruikshank, Presser v. Illinois, etc. concluding that the issue of Second
Amendment interpretation is ambiguous and as yet the final word has not
been spoken.
Weinstein, Henry. “The State Court Reaffirms Ruling that Gun Ownership is Not a
Right; Appeals Panel Rejects Request for a Hearing on a Decision that
California Gun Law does not Violate the Second Amendment.” Los Angeles
Times 7 May 2003:B7.
LCTA p. 14
Annotation: A newspaper article reporting on the decision by the U.S. 9th Circuit Court of
Appeals reaffirming its ruling that there is no constitutional right of
individuals to keep and bear arms. This was in response to a request for a
rehearing of a previous decision upholding California’s Assault Weapons
Control Act. The request was denied. There was strong dissent from six of
the 25 judges that make up the 9th Circuit where it takes a majority to grant
a rehearing. The significant issue with this case is that it opens up the
possibility of a review by the U.S Supreme Court. In fact, the lawyer
representing nine individuals who were challenging the Assault Weapons
Control Act has already prepared a brief asking the Supreme Court to
review the case.
LCTA p. 15
Task 6 – Documentation Style Sheet Exhibit
The format of your annotated bibliography, in-text citations (parenthetical citations), and
reference section of your paper are determined by a style sheet. Each discipline uses
its own citation style; therefore, when you begin to document sources for your paper,
you will have to make sure that you choose and follow the appropriate guidelines for
your discipline. The three most common styles are the American Psychological
Association (APA) style, Modern Language Association (MLA) style, and Chicago style.
Directions: Answer the following questions regarding your style sheet.
1. What is your choice of style sheet?
APA
2. Why did you choose the style sheet?
As required by the course guidelines. APA is frequently used in psychology and the
social sciences.
LCTA p. 16
Task 7 – Primary Research Exhibit
Researchers use primary research methods to gather information and search for
solutions to problems. Primary research is information gained from an unpublished
source such as manuscripts, photographs, maps, artifacts, audio and video recordings,
oral histories, surveys, and interviews. In some instances, published materials can also
be viewed as primary materials for the period in which they were written. In contrast,
secondary materials, such as textbooks, synthesize and interpret primary materials.
Directions: Develop and utilize a survey or interview to gather information about your
research topic.
Interview
1. Provide the following information about the interviewee: (Insert your responses
below)
a. Name: Sergeant Nicholas DeCarlo, Montgomery County Homicide
Detective
b. Contact information (mail, e-mail, phone): 2350 Research Blvd., Rockville,
MD 20850; 240-773-5070; Nicholas.Decarlo.montgomerycountymd.gov
c. Relationship to interviewer (none, colleague, etc.): Long-time friend (15
years)
d. Why did you select this person to interview? I selected this person
because I felt that as a police officer with many years experience he would
provide an interesting and probably insightful perspective on the issue of
gun control in general and private gun ownership.
e. Interview setting (in person, over the telephone): Because of the time
factor and scheduling issues I e-mailed the questions to Sergeant DeCarlo
after speaking with him in person and explaining the purpose and scope of
the interview questions. I received his responses via e-mail.
2. What information do you hope to gain during the interview?
I hope to gain the insights of a law enforcement professional who has first hand or
direct experience with the issues presented by the availability of guns to the general
population, i.e. individual gun ownership. I was somewhat surprised by some of his
answers as I expected a police officer to be on the more restrictive side of the issue
and generally he was not.
3. Submit a minimum of 10 questions and answers given in the interview with this
person.
1. How many years experience do you as a police officer? Answer: 30
2. What types of police work have you performed over the years? Answer:
Patrol, covert surveillance, and criminal investigations.
3. Speaking in your role as a police officer, are police men and women in favor
of, or against individuals owning/carrying firearms? Answer: Overall in favor,
but with some controls.
4. What are your thoughts on states that have concealed weapons carry laws
like Virginia and Florida? Answer: If you are referring to laws that allow a
citizen to carry a weapon with a permit concealed, I would be in favor, but I do
not think this has any impact on crime.
LCTA p. 17
5. The District of Columbia and New York City have what are considered to be
the strictest firearms laws in the nation that prohibit the ownership and
possession of easily concealed firearms ( primarily handguns). These cities
have relatively high crime rates involving handguns. Do you see a connection
between the high rate of gun crimes in these cities and the fact that lawabiding citizens are not permitted to own or carry handguns? Answer: No. It
is simply a matter of criminals doing what they want despite the law. High
crime has little, if anything, to do with gun ownership by citizens.
6. Do you think it is a significant factor that in states and regions that allow
concealed weapons to be carried there has not been any significant increase
in gun violence that is directly related to the fact that more people are carrying
guns? Answer: No. I assume (hopefully correctly) that is the result of
background checks on people and that those that get permits are responsible
individuals.
7. Do you think private gun ownership should be made illegal? Answer: No.
8. Do you think the intentions of the framers of the Constitution and the Bill of
Rights should be considered when crafting modern-day firearms laws? How
much significance should be placed on what is called “original intent?
Answer: I think a great deal (of emphasis) should be placed on what the
original intent was. A gun in colonial days was more closely associated with
survival in the wilderness. Today, I do not consider it a necessity to own a
gun.
9. The NRA takes the position that the 2nd Amendment applies to “individual”
rights of gun ownership as well as a collective” right. What are your thoughts
on the NRA in general and how do you view their stand on so-called assault
weapons? Answer: Honestly, I do not know what their stand is on assault
weapons. My opinion is that there is absolutely no need whatsoever for a
citizen to own such a weapon.
10. In this day and age, do you think an armed citizenry is a genuine protection
against a government dictatorship as the framers of the Constitution
believed? Answer: No.
11. You were involved in the Washington D.C. sniper case. Do you think gun
laws could have prevented this from happening or at least made it more
difficult? Answer: No. Again, persons with criminal intent will find a way to
accomplish what it is they want.
12. There are 44 states that have state constitutions that enumerate the right of
its citizens to “bear arms” with many of these including the term “individual” as
in individual right. Since these rights are “granted” by the states, what
reasonable limits on gun ownership would you think appropriates for a state
to impose? Answer: Background checks to include prior medical and mental
evaluations, bans on certain types of weapons and ammunition, carry and
conceal, and access by minors.
4. What interview question guidelines did you keep in mind as you wrote the interview
questions?
Because I was interviewing a police officer, I framed my questions with the purpose
of determining if private gun ownership and the general availability of firearms (this
goes to the “individual” rights interpretation) was viewed as a predominantly negative
issue by someone who is potentially exposed on a daily basis to the negative effects
of guns in our culture. Both the individual rights and collective rights arguments fall
within the area of Constitutional interpretation theory. The collective or militia theory
LCTA p. 18
is currently considered to be what is correct. However, the de facto application of
the 2nd Amendment is that individuals do posses, own, and carry firearms in this
country today. Since the overall question of constitutional interpretation is, at this
point in time, academic, I was guided in my questions by how the answers would
relate back to the many complex questions that are raised in both of the
interpretations that are the subject of this paper.
OR
Survey
1. What information do you hope to gather using the survey?
(Insert your response here)
2. How many people completed the survey?
(Insert your response here)
3. What survey guidelines did you keep in mind as you constructed and distributed the
survey?
(Insert your response here)
4. Submit a copy of the survey and the tabulated results.
(Attach the survey and tabulated results to this task)
LCTA p. 19
Task 8 – Organizing Your Research Paper
The purpose of an outline or diagram is to put your ideas about the topic on paper. An
outline is the organizational plan for your paper. You know your starting point: your
introduction and thesis/research question. You know your destination: some sort of
summative and thoughtful conclusion. But how are you going to get from one to the
other? What's your vehicle? An outline helps you articulate what you plan to say and
how you're going to move from supporting paragraph to supporting paragraph. At this
point you can also give your essay a working title.
Directions: Create an outline, tree map, mind map, or other organizational structure for
your paper. Insert your outline in the space below and attach additional sheets if
needed.
Research Paper Outline
Thesis Statement
The gun-control controversy is framed by one central question: Does the 2 nd
Amendment of the Constitution enumerate that “individuals” have the right to keep and
bear arms or is this a “collective” right applied strictly to the regulation of state militias?
In order to determine the answer, the relevant Supreme Court decisions, opinions, and
comments of the Justices will be examined. The decisions of the lower courts will be
examined as well. Other sources that include the thinking of the framers original intent
will be brought to bear on the question as it relates directly to definitions relating to their
use of the term “the people”, “militia”, etc.
The Constitution and Bill of Rights
The 2nd Amendment text.
The Supreme Court DecisionsCase Law. US v. Miller. 35 other rulings that speak to 2nd Amendment issues.
Lower Court Case Law – Different courts, different outcomes. The significance of the
lower court’s decisions is that it is from these decisions that the next Supreme Court
case will come.
State Laws and State Constitutions-Of the 50 states 44 have state constitutions that
enumerate the rights of private citizens to own and posses firearms.
The Opposing Interpretations and Public Debate
The Standard Mode – The theory that the 2nd Amendment is referring to both individual
rights as well as the rights of states to regulate militias. (NRA’s position)
David Kopel Gun-rights activist and lawyer. Writing on the Supreme Court’s 35 Other
Gun Cases.
LCTA p. 20
NRA-ILA—NRA policy statement (via FAQ) on
2nd
Amendment rights
WWW.guncite.com. This is a pro-gun web site with legal information, constitutional
interpretation and commentary. There is no author listed but the information is well
presented and there are many references cited.
Eugene Volokh UCLA law Professor—frequent debater of Henigan. Supports Standard
Model interpretation of 2nd Amendment. Former Clerk for Judge Alex Kozinski of the
U.S. Court of Appeals for the 9th Circuit, which recently ruled in favor of California’s
Assualt Weapon Ban law (Kozinski was one of six dissenters on the 25-judge panel).
See LA Times newspaper article.
The State Rights Model – The theory that the 2nd amendment enumerates nothing
regarding individual gun ownership or possession. The federal government as well as
the states can and should regulate firearms because there are ample compelling
reasons for them to do so, i.e. public safety, crime, etc. (The Brady Center to Prevent
Gun Violence aka. Handgun Control inc—Sarah and James Brady’s position).
Dennis Henigan- Director of the Legal Action Project for the Brady Center to Prevent
Gun Violence articles, interview and comments.
American Civil Liberties Union- Policy statement on Individual gun ownership.
Saul Cornell – Professor of History at Ohio State University edited Whose Right to Bear
Arms Did the Second Amendment Protect? Essays and articles complied primarily from
historians discussing the meaning and origins of the 2nd Amendment. The essays cover
both sides of the argument but favor the state rights interpretation and end up providing
somewhat of a synthesis of the two opposing views
Interview with Montgomery Count Maryland Homicide Detective. The answers were
sometimes a surprise and I think revealing of the general opinion of rank and file police
officers. Montgomery County, Maryland is a suburb of Washington D.C with a diverse
multicultural population. It has one of the highest standards of living in the country and
a large number of new immigrant groups, who end up being on the low end of the
economic scale.
LCTA p. 21
Task 9 – Five- to Eight-Page Research Paper
1. Write and submit a research paper:
Using the audience analysis results and the research information and insights you
have gathered, write a five- to eight-page research paper which includes a title page,
the body of the paper, and a bibliography for works actually cited in the paper.
Remember to cite your sources using in-text citations (parenthetical citations).
2. Provide a copy of an earlier draft with an explanation of revisions:
Submit at least one earlier draft that shows revisions you've made.
Include a maximum one page explanation of revisions you made to the earlier draft,
explain how the final draft is an improvement over your earlier draft, and describe
the strengths and weaknesses of your writing.
3. If you have seen a writing tutor, have the tutor fill out the writing tutor form
and submit it with other materials in the packet:
If you have seen a writing tutor, have the tutor sign and date the draft he/she read
and commented upon, and fill out and submit the writing tutor form with this packet.
LCTA p. 22
Task 10 – Presentation Audience Analysis
Knowing your audience is the first and most crucial step in giving a presentation.
You cannot speak effectively to people without first understanding their perspective.
Directions: Answer the following questions for the audience that will listen to your
oral presentation. If you are unable to give the presentation to an audience, answer
the following questions about a general audience (imagine members of the
community where you work or live):
1. Describe your audience. Provide as much detail as possible.
My audience is a general audience that would be largely familiar with the subject of
the presentation (2nd Amendment interpretation) primarily through media sources or
from information provided to them by the two main opposing organizations in this
debate (the NRA and the Brady Center to Prevent Gun Violence). They would more
than likely not know the actual case law of either the Supreme Court or the lower
federal courts. They would more than likely be more familiar with the gun laws in
their own states. They would be concerned about gun violence, especially in
schools and in their own communities or region. They would know that gun
ownership is widespread in this country and that other countries have stricter access
to possession and ownership of firearms. They would probably not be familiar or
aware of the sources that the Founding Fathers used as their basis for even putting
an amendment in the Bill of Rights that refers to the right to keep and bear arms. I
think they will believe that the idea of a “militia” today is analogous to the National
Guard.
2. What do you want them to know, believe, or do as a result of your speech?
I want to try and persuade them that from the best evidence available the Founding
Fathers did intend for individuals to posses firearms via the 2nd Amendment and that
by and large that is the opinion of the majority of the states and that, while no case
has been before the current Supreme Court for many, many years that directly
relates to this issue, there are manifold opinions handed down by the Court that refer
to the 2nd Amendment as an “individual” right in the same way the right to privacy,
free speech, assembly, etc., are individual rights.
3. How much do they know about the subject?
As mentioned above the vast majority of what this audience knows comes from
media sources and their various slants. They will also have been exposed to the
stances of the opposing forces in the debate and beyond that I do not expect them
to know any substantive issues relating to the debate. They will know that gun
violence is a problem and will have an opinion of some kind on how best to handle
that informed more by their individual political ideologies than by facts. They will
also have stronger negative positions if they have either never owned a firearm or
are not familiar with firearms even on a general basis. Face it, guns are scary things
because in the wrong hands or careless hands they can and do kill. It is analogous
to being afraid of sharks. Sharks can and do kill people. People who are familiar
with sharks, who have studied or been around them are more informed and are
respectful of them but probably not fearful.
4. What is their attitude toward your subject?
LCTA p. 23
Their attitudes will run the gamut of being anti any gun to pro any gun to somewhere
in between
5. What demeanor, approach, and level of formality do they usually expect from those
giving oral presentations?
Since this is an oral presentation, I think the audience will expect a slightly more
formal approach, almost a lecture. The information shared does not have a high
entertainment value. The audience expects to be informed, perhaps even
enlightened as to the central issue in this controversy. I think they expect an
authoritative demeanor, delivered with confidence and an attention to detail. I think
they expect thoroughness and a presentation that is inclusive and fair to both sides
of the debate.
Name a different audience:
6. How are they different from the audience above?
This audience is made up of senior high school U.S. History students who have
been studying the Constitution and the Bill of Rights. They are knowledgeable about
the influences and intentions of the Founding Fathers. They have read Jefferson,
Madison, and George Mason, so they are familiar with the ideas and thinking that
these men brought to the writing of the Constitution and the Bill of Rights.
7. What change would you make in your presentation due to this change in the
audience?
With their knowledge and understanding of the underlying issues, i.e. original intent
and the content of the writings of the Founders, I would touch on these by
emphasizing the main players, Jefferson, Madison and Mason and their influence on
the Bill of Rights. I would focus more on what the Supreme Court has said in all the
appropriate cases, both direct and indirect. I would use more visual aids, charts,
quotes, and maps. I would also include a brief about recognizing propaganda and
logical fallacies in arguments so they would be better equipped to determine for
themselves apart from political ideology and personal opinion what the truth of a
matter is.
LCTA p. 24
Task 11 – Presentation Outline
Preparing the oral presentation often requires the same kind of research needed for the
written report. To achieve your goal, you will need to determine what information you
will need. You will also want to choose information that will appeal to your audience—
particularly their attitudes, interests, biases, and prejudices about the topic.
The aim of a speaking outline is to help you remember what you want to say. In some
ways it is a condensed version of your essay outline. It should contain key words or
phrases to jog your memory, as well as essential statistics and quotations that you do
not want to risk forgetting. However, if your notes are too detailed, you will have
difficulty maintaining eye contact with your audience. So, keep your outline as brief as
possible. You can also give yourself cues for delivering the presentation – when to
speak more softly or more slowly, when to pause, and so forth.
Directions: Insert your presentation outline in the space below. Either a Roman numeral
or Arabic number system is acceptable.
Presentation Outline
Interpreting the 2nd Amendment: Who’s Right?
I. A brief overview of the current debate. Text of the 2nd Amendment
A. The Two Interpretation Models: States Rights and Standard Model
B. The NRA. (NRA FAQ policy position)
C. The Brady Center to Prevent Gun Violence (Denis Henigan, ACLU)
II. The Founding Fathers
A. Jefferson (Quotes)
B. Madison (Quotes)
C. George Mason (Quotes
D. Influences (Quotes)
III. The Supreme Court
A. The primary case: United States v. Miller
B. Other Cases that show evidence of a Standard Model Interpretation
C. The Lower Federal Courts: Divided They Stand
D. Any future Supreme Court Cases will likely come from here.
IV. Federal law v. State Law
A. States Constitutions with the right to bear arms clause (44)
B. Sovereign States/Federal Interests
V.
Guns and Crime: Interesting National and International Statistics
VI.
An interview with a police homicide detective.
VII. Conclusion: Be careful of logical fallacies and Propaganda
LCTA p. 25
Task 12 – Visual Aids
Visual aids can be of great help to you as a speaker. Your audience will find your
message more interesting, grasp it more easily, and retain it longer when it is presented
visually as well as verbally.
Directions: Create a visual aid and answer the following questions.
1. Create and submit a copy of an overhead, hand-out, PowerPoint presentation, etc.,
to use with your presentation.
Source: National Rifle Association
http://www.nraila.org/Issues/FactSheets/Read.aspx?ID=18
2. Why did you decide to use this visual aid? Explain the strengths and weaknesses of
this visual aid as compared to at least one other alternative visual aid that you
considered.
I decided to use this map because it shows that the majority of states do have laws
that allow individuals the right to bear arms and nothing regarding state militias. The
strength of the map is that it uses facts that cannot be falsified by either side in this
debate. The weakness is that it does not have any other information available such
as gun ownership statistics or gun-crime statistics.
LCTA p. 26
I considered using a chart that showed crime statistics in other countries as
compared to the US. Like many Americans I presumed that most other Western
countries had very strict gun laws or banned private ownership outright. Much to my
surprise several countries had less restrictive gun laws and had lower crime rights
than the US. Some countries with extremely strict gun control laws have higher
crime rates than the US. Switzerland issues all of its citizens fully-automatic
weapons to keep at home for national defense purposes. Crimes with these
weapons are extremely rare. On the other hand, England with its very restrictive
gun control has assault and robbery rates higher than the US.
3. Provide the name of the source or guidelines you consulted to create the visual aid.
Source: National Rifle Association
http://www.nraila.org/Issues/FactSheets/Read.aspx?ID=18)
I chose this source because I knew that there would be a ready-made US map with
the exact statistics I was looking for.
LCTA p. 27
Task 13 – Five- to Seven-Minute Video-Taped Presentation
1. Give your presentation to a minimum of one other person while it is being
video-taped. The observer must complete the “observer form.”
2. Respond to at least two questions posed by your audience.
3. Use a VHS videotape. It is also wise to create a copy of the video-ape in case the
original tape gets destroyed or misplaced in the mail.
LCTA p. 28
STUDENT STATEMENT OF ACADEMIC AUTHENTICY
WGU Writing, Research, and Presentation
Performance Task
WGU STATEMENT OF ACADEMIC AUTHENTICITY:
“THIS SUBMISSION IS THE RESULT OF MY OWN PREPARATION
AND COMPLETION AND NOT ANOTHER’S.”
DIRECTIONS:
WGU policy states that all work submitted for assessment shall be “solely created by the
student.” We ask that you witness your observance of this policy by signing your name for the
assessment performance task.
Student Signature_____________________________________Date___________________
LCTA
LCTA p. 29
OBSERVER FORM
WGU Writing, Research and Presentation
Performance Task
Thank you for agreeing to observe the presentation. Please complete the following
form:
______________________________________________________________________
WGU Student Presenter's Name
______________________________________________________________________
Date of Presentation
______________________________________________________________________
Observer Name and Title (Please Print)
______________________________________________________________________
Work Phone & E-Mail
______________________________________________________________________
Observer Signature
______________________________________________________________________
Observer Remarks (optional)
______________________________________________________________________
LCTA p. 30
WRITING TUTOR FORM
WGU Writing, Research and Presentation
Performance Task
Please complete the following form:
______________________________________________________________________
WGU Student’s Name
______________________________________________________________________
Tutor’s Name (Please Print)
______________________________________________________________________
Date(s) of Tutoring
______________________________________________________________________
Work Phone & E-Mail
______________________________________________________________________
Tutor Signature
______________________________________________________________________
In the space below please indicate the type and amount of tutoring completed in relation
to this assessment.
______________________________________________________________________________