discussion prepared and researches topic Understands topic References applicable outside sources Internalizes/readily recalls information and researches topic Prepares topic clarification questions before discussion Refers to notes during discussion discussion Prepares limited or incomplete notes Fails to prepare notes or bring materials Follow rules for collegial discussions Respectfully listens, interacts and poses questions to all team members Helps direct group in reaching a conclusion Superior use of time/meets goals Respectfully listens to others without talking over anyone Seeks others’ opinions Stays on task/topic Effective use of time/meets goals Listens but occasionally speaks out of order Strays from task/topic Ineffective use of time/does not meet goals Listens but avoids speaking Speaks but is off topic most of the time Disrespectful to others or disruptive Ineffective use of time/does not meet goals Acknowledge new information expressed by others Expresses own views while acknowledging others’ views Respectfully challenges unsubstantiated claims Reflects on own views in light of new information Willing to change positions with substantial evidence Expresses own views and listens to others’ views Asks for clarification of others’ views as needed Accepts new information based on evidence provided Listens to others and sometimes gives input. Rarely asks for clarification of others’ views Considers changing position, but does not despite evidence Disregards or ignores information expressed by others Does not develop a position Refuses to consider changing position Disengages from discussion when new information is presented Pose questions that connect ideas Questions make connections between credible evidence, others’ views, and personal observations Questions suggest connections between credible evidence and personal observations and ideas Questions attempt only obvious or limited connections between evidence and personal observations Questions connect only to personal observations or are nonexistent Apply thinking processes Analyzes significance or weakness of an argument Evaluates soundness of evidence Evaluates reasoning and opinions of others Draws conclusions beyond the obvious Demonstrates superior ability to speak about a topic and makes sound connections Identifies major points of an argument Identifies relevance of evidence Considers reasoning and opinions of others Draws simple or obvious conclusions Demonstrates effective ability to speak about a topic and makes general connections Paraphrases others’ discussion of the credibility of an argument or evidence Fails to consider reasoning or opinions of others Draws basic conclusions Demonstrates some ability to speak about a topic and makes limited connections Unable/unwilling to follow an argument or evidence Unable/unwilling to consider reasoning or opinions of others Unable/unwilling to draw conclusions Unable/unwilling to speak about a topic or to make any connections
Question 3: Explain how you would use your definition to support your argument in your essay? Document B: Reasons for Colonial Taxation Milestones: 1750-1775 Parliamentary taxation of colonies, international trade, and the American Revolution, 1763-1775 The American Revolution was precipitated, in part, by a series of laws passed between 1763 and 1775 regulating trade and taxes. This legislation caused tensions between colonists and imperial officials, who made it clear that the British Parliament would not address American complaints that the new laws were onerous. British unwillingness to respond to American demands for change allowed colonists to argue that they were part of an increasingly corrupt and autocratic empire in which their traditional liberties were threatened. This position eventually served as the basis for the colonial . Boston Tea Party In 1763, the British government emerged from the Seven Years' War burdened by heavy debts. This led British Prime Minister George Grenville to reduce duties on sugar and molasses but also to enforce the law more strictly. Since enforcement of these duties had previously been lax, this ultimately increased revenue for the British Government and served to increase the taxes paid by the colonists. The colonial governments of New York and Massachusetts sent formal letters of protest to Parliament. The end of the war had also brought about a postwar recession, and British merchants began to request payment for debts that colonists had incurred buying British imports. Moreover, they wanted payment in British pounds sterling rather than colonial currency of more questionable value. The result was that the British Parliament passed the 1764 Currency Act which forbade the colonies from issuing paper currency. This made it even more difficult for colonists to pay their debts and taxes. Soon after Parliament passed the Currency Act, Prime Minister Grenville proposed a Stamp Tax. This law would require colonists to purchase a government-issued stamp for legal documents and other paper goods. Grenville submitted the bill to Parliament for questioning, and only one member raised objections to Parliament's right to tax the colonies. After news of the successful passage of the Stamp Act reached the colonies, the Virginia House of Burgesses passed resolutions denying the British Parliament's authority to tax the colonies. In Boston, colonists rioted and