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MBU The Convention of 1943-44 Discussion
MBU The Convention of 1943-44 Discussion
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
MBU The Convention of 1943-44 Discussion
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Searching through “Debates of the 1943-1944 Constitutional Convention of Missouri”
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The current Missouri Constitution, as you know from our prior investigations, was the product of debates in a 1943-1944 Missouri state constitutional convention. Consider this excellent summary of that convention’s origins and significance:
https://mobap.instructure.com/courses/21600/files/…
CONSTITUTIONAL REVISION IN MISSOURI: THE CONVENTION OF 1943-1944Minimize File Preview
Now, imagine how useful it would be if you could search instantly through transcripts of the 1943-1944 Missouri Constitutional Convention’s debates. You can! University of Missouri Kansas City School of Law has created this portal for that purpose (Links to an external site.). There, if, for example, you search for “1787,” (Links to an external site.) the year of the U.S. Constitutional Convention, you can find examples of delegates to the 1943-’44 comparing their work to that of the 1787 federal convention, as you can see if you click the below:
’44 was quite so high-minded, Delegates remarks, sometimes reflected moral weaknesses in the dominant culture of that time and place, as when one delegate blithely used, an evil racist pejorative, the n-word, as he reported the fear of a Missouri lawyer that the new Constitution would somehow effectively force consolidation of taxation and governance between St. Louis’s increasingly Caucasian-dominated suburbs and African-American populations in inner St. Louis, undoing the so-called “Great Divorce” between St. Louis city and St. Louis County (Links to an external site.) and forcing whites and blacks from those areas into one body politic. . Note: the ugly language, which we will not be repeating in any format, can be seen here. (Links to an external site.)
Run a few intriguing keyword searches of your own at the site (Links to an external site.), and share here an example or two of what you find. How might historians, Missouri legislator, or students in a a course such as this, use this site to gather evidence about the original intent of the framers of the current Missouri Constitution?
MBU The Convention of 1943-44 Discussion
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QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). 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APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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