Capital Punishment
Major Legal Issues
Mr. Barry
Justice & law
Directions – During the next several days students will be researching and writing an
essay on their views of capital punishment in the United States. Students will be working
in the Media Center researching the history of the death penalty as it relates to the United
States. Students will also research the arguments against the death penalty and the
views of those who oppose the states taking off a life and defenders of capital punishment
or those that support death administered by the state as a just punishment. The
assignment will be worth 100 points. The project will be broken down a s follows:
Research – 25 points – Students use the Media Center websites as well as outside
research sources researching the history of the death penalty and the opposing
viewpoints. Students will record their research using Noodle Tools in an MLA
format. Students should have 4- 6 different sources
Five paragraph essay – 75 points – The essay’s prompt is:
Should capital punishment be allowed in the United States in 2015?
1st paragraph – 5- 7 sentence introduction that briefly outlines the major issues
surrounding Capital Punishment today and answers the prompt.
2nd paragraph – 5-7 sentences – a brief overview of the history of the death penalty citing
at least one Supreme Court Case on the legality of the capital punishment with relation to
the 8th Amendment (“no cruel or unusual punishment”).
Paragraphs 3 & 4 – In two separate paragraphs outline two reasons (one paragraph for
each) why you either support or do not support the use of the death penalty. The
arguments you use to support your position must be from your research and use real life
examples to support your thesis.
Example – Pro Death penalty – There are some crimes committed by people that are too
horrible and are evil. Adam Lanza’s murder of 20 five and six year olds in Newtown
Connecticut in 2012 would be a prime example of why the death penalty should be kept
around. Someone who commits an act so despicable deserves to die and the state should
have the right to take that life.
Paragraph 5 – Counter arguments – Briefly describe the other viewpoint on the issue and
describe their strongest arguments for/against capital punishment.
Due Date – The assignment will be due on ??/??
Scoring Rubric
Research
20 -25 points – students utilize media center sources (4-6), and use Noodle Tools to record their
research in an MLA format.
15 – 19 points - students utilize media center sources (2-3), and use Noodle Tools to record their
research in an MLA format.
10 -14 points - student groups utilize media center sources (4-6) with a typed list.
5-9 points student groups utilize media center sources (2-3) with a list.
0-4 points –
No research or done incorrectly.
ESSAY
Paragraph #1 - Introduction
12- 15 points – Student correctly answers the prompt with a well-developed thesis
statement that correctly address the death penalty and the current issues
surrounding it.
7 – 11 points - Student correctly answers the prompt with a thesis statement that correctly
address the death penalty and the current issues surrounding it.
1 – 6 points – Student restates the prompt and gives a simplistic or weak thesis
statement, little relevant information.
Paragraph #2 – History of the Death Penalty
12- 15 points – Student provides a detailed overview of the history of the death penalty
discussing legal issues (Supreme Court cases) and the evolving methods
employed by the state to execute prisoners in their own words.
7 – 11 points - Student provides an overview of the history of the death penalty
discussing some legal issues (Supreme Court cases) and other factors in
their own words.
1 – 6 points – Student’s history is mainly plagiarized and uses facts directly from
sources without accrediting the source or is seriously confused.
Paragraphs #3 & 4 – Argument supporting your position
12- 15 points – Student provides two well-developed arguments that support their thesis
using information they learned from their research. Their arguments are in
their own words and/or they properly cite (quotations) their research.
7 – 11 points - Student provides two arguments that support their thesis using information
they learned from their research. Their arguments are mostly in their own
words and/or they properly cite (quotations) their research.
1 – 6 points – Student’s arguments are mainly plagiarized and uses arguments directly
from sources without accrediting the source or is seriously confused.
Paragraph #5 – Argument against your position
12- 15 points – Student provides one or two well-developed arguments that DOES NOT support
their thesis using information they learned from their research. Their arguments
are in their own words and/or they properly cite (quotations) their research.
7 – 11 points - Student provides an argument that DOES NOT support their thesis using
information they learned from their research. Their arguments are mostly in their
own words and/or they properly cite (quotations) their research.
1 – 6 points – Student’s arguments are mainly plagiarized and uses arguments directly
from sources without accrediting the source or is seriously confused.