Gun Control

This assignment requires that you write a letter to either an elected Texas state senator or Texas state representative serving in the Texas Legislature-not the U.S. Congressional representatives from Texas serving in Washington D.C.; a member of the Texas plural executive; or a local elected official leader (county or local level). The letter should discuss and analyze your concern about an issue, policy or the political culture in the State of Texas; a county in Texas; or a local community in Texas. Make sure you first identify who holds the elected position so you may focus the letter to that elected official. A general letter stating an issue, your position and a recommendation will not receive points. The letter is to demonstrate your competency in the learning outcomes and core objectives for this Texas Government course. You need to be specific in addressing each of the 12 items (8 learning outcomes and 4 core objectives) identified in the rubric.

The Letter of Concern should demonstrate your knowledge of Texas Government. Make sure you weave in all of the eight learning objectives and all of the four core objectives into the letter. This is the basis of your grade (rubric). The letter should show your ability to effectively communicate by developing and writing an executive summary that identifies, integrates, critically analyzes an issue and makes recommendations for a solution to an issue. The grader using the rubric should be able to specifically identify each learning outcome (8) and each core objective (4).

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Letter Organization:

Start out by putting the date on the letter.
Then put the address of your selected Texas leader.
Start the letter with the proper salutation, for example: Dear Senator (Last Name) or Representative (Last name) or Honorable Judge, Mayor, etc. (name).
Make sure to clearly state the reason for your concern in your letter.
Make sure that you fulfill the criteria in the rubric (8 learning outcomes and 4 core objectives).
Make sure to point out your relationship to the recipient of the letter, for example, if you are their constituent.
At the end of the letter, place your name, signature and address.
Below is a more detailed potential outline for your letter and to address each item in the rubric. Research the issue and find a solution to the problem and develop an ethical strategy(ies) that can be used to help implement your policy solution.

Identify and analyze either an issue, policy or the political culture of Texas. (SLO 8; CT, SR, PR)
Demonstrate why this is a state or local issue and not a national issue (who has the power and why). Show you understand the relationship between state and federal governments. (SLO 2; CS)
Explain how this is related to the origin and development of the Texas constitution. (SLO 1; CS)
Evaluate how different people in our society may be affected by the specific issue, policy or the political culture of Texas. What is the public’s (public opinion) , related interest groups and political parties’ opinion on the matter? (SLO 5; CT, SR)
Identify the branch of the government responsible for this and how other branches may be involved. Show you understand the power of each branch (legislative, plural executive and judiciary) of Texas government and how they provide a check and balance other branches of Texas Government. (SLO 3 and SLO 4; CS)
Discuss your solution to the problem and develop an ethical strategy(ies) that can be used to help implement your solution. (CT, CS, SR, PR)
Analyze how this issue and actions you and the recipient of the letter may take may impact the election process. Include discussing how the identified leader’s position might impact how the vote in the next election. (SLO 6: CT, SR)
Conclude the letter with why this is a right and responsibility to address this letter to your identified member of the Texas plural executive, member of the Texas legislature, county or local government elected leader. (SLO 7, PR)
The following are databases are also guides for organizational formatting of how to write an elected official. It is not the required assignments. Remember you must weave into your letter points that address the learning outcomes and core objectives.

https://www.apa.org/advocacy/guide/letter-email (Links to an external site.)

https://www.soils.org/files/science-policy/activities/sample-email-nomorecuts.pdf (Links to an external site.)

Format:

12-point
Times New Roman
Single spaced
Minimum 1000 words, maximum 1100 words
At the bottom of your letter you should include your name and city.
PLAGIARISM: Anytime you copy something word for word or simply rephrasing or it is not your original work for this class (you or someone else created this work or has submitted this work for this or another class). You must cite your source according to APA formatting. If you use someone else’s words and ideas without citing them you are committing plagiarism. You will receive a 0 for plagiarism.

Due Date: November 29, 11:59pm

You will upload your letter to Canvas
Student Learning Outcomes you must include in your assignment and that are met with this activity:

Explain the origin & development of the Texas Constitution
Demonstrate state & local political systems & their relationship with the federal government.
Describe separation of powers and checks and balances in both theory and practice in Texas.
Demonstrate knowledge of the legislative, executive, & judicial branches of the Texas government.
Evaluate the role of public opinion, interest groups, and political parties in Texas.
Analyze the state & local election process.
Identify the rights & responsibilities of citizens.
Analyze issues, policies and political culture of Texas.
Core Objectives you must include in your assignment and are met with this activity:

Critical Thinking Skills (CT): To include creative thinking, innovation, inquiry, analysis, evaluation and synthesis of information.

Communication Skills (CS): To include the effective development, interpretation and expression of ideas through written, oral and visual communication.

Personal Responsibility (PR): To include the ability to connect choices, actions and consequences to ethical decision-making.

Social Responsibility (SR): To include demonstration of intercultural competence, knowledge of civic responsibility and to engage effectively in regional, national, and/or global communities.

 

Grading: Will be based on the rubric.

 

Rubric
GOVT 2306 Texas Government Signature Assignment (1)
GOVT 2306 Texas Government Signature Assignment (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCritical Thinking
Critical Thinking Skills
-creative thinking, innovation, inquiry, analysis, evaluation and synthesis of information
4.0 pts
Exemplary
Issue is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. Conclusions reflect an informed and thorough analysis.
3.0 pts
Proficient
Issue is stated, described and clarified so that understanding is not seriously impeded by omissions. Conclusions reflect a basic analysis.
2.0 pts
Developing
Issue is stated but description is incomplete, resulting in a lack of clarification of the issue. Conclusions are stated but do not reflect an analysis of the issue.
1.0 pts
Beginning
Neither the issue nor conclusions are stated coherently.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeCritical Thinking
threshold: 4.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeWritten Communication Skills
Written Communication Skills – content, organization, delivery, and articulation of response
4.0 pts
Exemplary
Content and organization are sophisticated for the genre. Delivery choices effectively communicate content to the target audience. Written response is captured in complete sentences without grammatical errors impacting the legibility and the clarity of response.
3.0 pts
Proficient
Content and organization are appropriate for the genre. Delivery choices communicate content to the target audience. Written response is captured in complete sentences but consists of a few grammatical errors that do not impact the legibility and the clarity of response.
2.0 pts
Developing
Content or organization is insufficient for the genre. Delivery choices do not sufficiently communicate content to the target audience. Written response is captured in incomplete sentences and includes a few grammatical errors that negatively impact the legibility and the clarity of response.
1.0 pts
Beginning
Content, organization, or delivery is inappropriate for the genre and /or target audience, resulting in minimal communication to the target audience. Written response is captured in incomplete sentences and includes numerous grammatical errors that negatively impact the legibility and the clarity of response.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeCommunication Skills
threshold: 4.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeSocial Responsibility
Social Responsibility
-to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
4.0 pts
Exemplary
Articulates insight into own and other cultures and makes connections between own worldview and civic responsibility.
3.0 pts
Proficient
Compares and contrasts own culture with other cultures, and identifies possible connections between own worldview and civic responsibility.
2.0 pts
Developing
Recognizes some components of own and other cultures, and understands what civic responsibility entails.
1.0 pts
Beginning
Unable to show an understanding or own or other cultures, and is not able to describe civic responsibility.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSocial Responsibility
threshold: 4.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomePersonal Responsibility
Personal Responsibility
– demonstrate the ability to connect choices, actions, and
consequences to ethical decision-making.
4.0 pts
Exemplary
Articulates a complex understanding of own and others’ core beliefs, their origins, and their roles in ethical decision-making.
3.0 pts
Proficient
Identifies own and others’ core beliefs, their origins, and their roles in ethical decision-making.
2.0 pts
Developing
Identifies own and others’ core beliefs, and identifies the role of own core beliefs in ethical decision-making.
1.0 pts
Beginning
Unable to identify any core beliefs besides their own and cannot articulate a connection between those beliefs and ethical decision-making.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomePersonal Responsibility
threshold: 4.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-1
Student Learning Outcome-1
-Explain the origin and development of the Texas Constitution.
4.0 pts
Exemplary
Explains the origin and development of the Texas Constitution process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly explains the origin and development of the Texas Constitution.
2.0 pts
Developing
Partially explains the origin and development of the Texas Constitution
1.0 pts
Beginning
Unable to explain the origin and development of the Texas Constitution.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-01
Explain the origin and development of the Texas constitution.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-2
Student Learning Outcome-2
-Describe state and local political systems & relationship with federal government.
4.0 pts
Exemplary
Describes state and local political systems & their relationship with federal government process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly describes state and local political systems & their relationship with federal government.
2.0 pts
Developing
Partially describes state and local political systems & their relationship with federal government.
1.0 pts
Beginning
Unable to describe state and local political systems & their relationship with federal government.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-02
Describe state and local political systems and their relationship with the federal government.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-3
Student Learning Outcome-3
Describe separation of power and checks and balance in theory & practice in Texas.
4.0 pts
Exemplary
Describes separation of power and checks and balance in theory & practice in Texas process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly describes separation of power and checks and balance in theory & practice in Texas.
2.0 pts
Developing
Partially describes separation of power and checks and balance in theory & practice in Texas.
1.0 pts
Beginning
Unable to describe separation of power and checks and balance in theory & practice in Texas.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-03
Describe separation of powers and checks and balances in both theory and practice in Texas.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-4
Student Learning Outcome-4
-Demonstrate knowledge of the legislative, executive and judicial branches of Texas.
4.0 pts
Exemplary
Demonstrates knowledge of the legislative, executive and judicial branches of Texas process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly demonstrates knowledge of the legislative, executive and judicial branches of Texas.
2.0 pts
Developing
Partially demonstrates knowledge of the legislative, executive and judicial branches of Texas.
1.0 pts
Beginning
Unable to demonstrate knowledge of the legislative, executive and judicial branches of Texas.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-04
Demonstrate knowledge of the legislative, executive, and judicial branches of Texas government.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-5
Student Learning Outcome-5
-Evaluate the role of public opinion, interest groups and political parties in Texas.
4.0 pts
Exemplary
Evaluates the role of public opinion, interest groups and political parties in Texas process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly evaluates the role of public opinion, interest groups and political parties in Texas.
2.0 pts
Developing
Partially evaluates the role of public opinion, interest groups and political parties in Texas.
1.0 pts
Beginning
Unable to evaluate the role of public opinion, interest groups and political parties in Texas.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-05
Evaluate the role of public opinion, interest groups, and political parties in Texas.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-6
Student Learning Outcome-6
-Analyze the state and local election process.
4.0 pts
Exemplary
Analyzes the state and local election process that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly analyzes the state and local election process.
2.0 pts
Developing
Partially analyzes the state and local election process.
1.0 pts
Beginning
Unable to analyze the state and local election process.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-06
Analyze the state and local election process.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-7
Student Learning Outcome-7
-Identify the rights and responsibilities of citizens.
4.0 pts
Exemplary
Identifies the rights and responsibilities of citizens that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly identifies the rights and responsibilities of citizens
2.0 pts
Developing
Partially identifies the rights and responsibilities of citizens.
1.0 pts
Beginning
Unable to identify the rights and responsibilities of citizens.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-07
Identify the rights and responsibilities of citizens.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

This criterion is linked to a Learning OutcomeStudent Learning Outcome-8
Student Learning Outcome-8
-Analyze issues, policies & political culture of Texas.
4.0 pts
Exemplary
Analyzes issues, policies & political culture of Texas that goes beyond “3” performance criteria.
3.0 pts
Proficient
Clearly analyzes issues, policies & political culture of Texas.
2.0 pts
Developing
Partially analyzes issues, policies & political culture of Texas.
1.0 pts
Beginning
Unable to analyze issues, policies & political culture of Texas.
0.0 pts
Not Evident
No submission
4.0 pts
This criterion is linked to a Learning OutcomeSLO-08
Analyze issues, policies and political culture of Texas.
threshold: 3.0 pts
4.0 pts
Exemplary
3.0 pts
Proficient
2.0 pts
Developing
1.0 pts
Beginning
0.0 pts
Not Evident

Total Points: 48.0
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