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Federalism: Part 1
Course
Principles of
GPA
Rationale
Understanding the levels and limits of government is an imperative part of
maneuvering within it.
Unit IV
Federalism
Objectives
The student will be able to:
1. Explore how the Federalist Papers explain the principles of the
American constitutional system of government
2. Evaluate the limits on the national and state governments in the
United States federal system of government
3. Categorize governmental powers as national, state, or shared
government
4. Analyze historical conflicts over the respective roles of national and
state governments in the United States
Essential
Question
How do you
categorize
governmental
powers as
national, state,
or shared, as
well as evaluate
the limits on the
national and
state
governments in
the US federal
system?
TEKS
§130.182(c)
(2)(C)(G)(H)(I)
Prior Student
Learning
None
Estimated Time
45 minutes
Engage
Lead a class discussion about the concept of Federalism within the school
setting. Questions for discussion:
 Whose rules do you follow at school: the principal’s or your teacher’s?
 Whose rules do you follow above all? Why?
 Do the principal and the teacher share power?
 Whose rules does the teacher have to follow? How about the
principal?
Use the Discussion Rubric for assessment.
Key Points
I. What are the Federalist Papers?
A. A series of 85 articles written under the pseudonym “Publius”
B. The true authors were Alexander Hamilton, James Madison, and
John Jay
C. The articles began appearing in New York newspapers in October
1787 and were reprinted in the 13 states
II. Why are the Federalist Papers important?
A. After the Constitutional Convention was over, the Constitution still
needed to be ratified by 9 of the 13 states, and not everyone
supported the Constitution
B. A battle was erupting between the Federalists, who supported the
Constitution, and the Anti-Federalists, who opposed it
C. Anti-Federalists were not being unpatriotic; they felt the government
outlined in the Constitution was an enemy of the freedom they had
just fought a war to ensure
D. The Federalist Papers were written to defend and explain the
Constitution and argue for its ratification
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E. The Federalist Papers are an important commentary on the framers’
beliefs, and remain an authoritative and profound explanation of the
Constitution
F. They are the single, most important piece of American political
philosophy ever produced
III. What did the articles in the Federalist Papers say?
A. Two of the most famous of the papers were Federalist 10 and 51
1. Federalist 10 – James Madison
a. Warned against the conflicts of rival parties or “factions”
(special interests) and the divisiveness of political parties
b. Argued that liberty is safest in large republics where a
larger group of people are more likely to have diverse
views (ask yourself: if you have an unpopular opinion or
unconventional beliefs, would you rather live in a small
town or a large city?)
c. Believed that in order to rule, different interests must
come together and form an alliance
d. Wrote that protecting property rights, not equalizing
property ownership, is the first object of government
2. Federalist 51 – James Madison argued that
a. The coalitions formed in a large republic would be more
moderate than those formed in a small republic because
the large republics represent a greater variety of interests
b. The national government should be at some distance from
the people and insulated from their momentary passions
because the people do not always want to do the right
thing
c. Liberty is threatened more by public passions and
popularly based factions than by strong governments
d. Government must be designed to prevent both the
politicians and the people from using power for unjust
purposes
B. Federalist 28 – Hamilton explained his vision of the two levels of
government (federal and state) were people could shift their support
between the two to maintain balance
C. Federalist 39 – Madison expressed that the Constitution is neither a
national nor a state constitution, but a composition of both
D. Federalist 46 – Madison wrote that both federal and state
governments would have certain powers, but neither would have
supreme authority over the other
E. Federalist 78 – Hamilton describes the judiciary branch as having no
commander-in-chief power and no power to appropriate money –
only the power of judgment, including the power to decide if a law is
contrary to the Constitution
IV. How are powers divided between national and state governments?
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A. Federalism in the U.S. has changed over the past 200 years from
dual federalism to cooperative federalism
1. In a dual federalism system, both the states and the national
government remain supreme within their own spheres
a. In the early days of U.S. development, Americans did not
think of themselves as Americans first
b. Loyalty to state governments was so strong that the
Constitution would never have been ratified if it had tried
to abolish state government
c. In those early days when the new nation was forming, the
U.S. leaned toward dual federalism
2. In a cooperative federalism, powers and policy assignments
are shared between the states and the national government
a. Most political scientists today argue that dual federalism is
outdated
b. Allows for independent decisions in each state while
enabling the states to draw on the strength of the nation
c. Most political scientists feel that cooperative federalism
better describes the current American federal system with
blurred distinctions between the state and federal
government
B. As implied in the Constitution and spelled out in the 10th Amendment
1. National and state governments have separate, designated
powers
2. Each has its own field of authority operating over the same
people and the same territory at the same time
3. This division allows local action in matters of local concern and
national action in matters of wider concern
4. Local traditions and needs vary between states – federalism
allows for different decisions among the states while enabling
those states to draw on strength from the union
C. The supremacy clause in Article VI of the Constitution makes the
Constitution, national laws, and treaties (which can be made only by
the national government) supreme over state laws, as long as the
national government is acting within its constitutional limits
D. The national government cannot usurp the states’ powers
1. Powers not designated to the national government by the
Constitution nor prohibited to the states by the Constitution are
reserved for the states
2. The Supreme Court has ruled that states do not have power
superior to that of the national government for activities not
mentioned in the Constitution
3. Federal courts can order states to obey the Constitution or
federal laws and treaties
4. The 11th Amendment prohibits individual damage suits against
state officials and protects state governments from being sued
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by private parties in federal courts
E. The national government can
1. Coin money
2. Conduct foreign relations
3. Regulate commerce with foreign nations and among states
(interstate commerce)
4. Regulate immigration and deport aliens
5. Provide an army and a navy
6. Declare war
7. Establish courts inferior to the Supreme Court
8. Establish post offices
9. Acquire territory
10. Make laws necessary to carry out the powers above
F. The national government cannot (denied by the Constitution)
1. Tax articles exported from one state to another
2. Violate the Bill of Rights
3. Change state boundaries
G. A state government can
1. Establish local governments
2. Regulate its own commerce
3. Conduct elections
4. Ratify amendments to the federal Constitution
5. Take measures for public health, safety, and morals
6. Decide whether those guilty of certain crimes in that state can
be put to death
7. Exert powers the Constitution does not delegate to the national
government or prohibit the states from using
H. The state government cannot (denied by the Constitution)
1. Tax imports or exports
2. Coin money
3. Enter into treaties
4. Impair obligations of contracts
5. Abridge the privileges or immunities of citizens or deny due
process and equal protection of the law (14th Amendment)
I. Powers shared by national and state governments
1. Tax and borrow money
2. Establish courts
3. Make and enforce laws
4. Charter banks and corporations
5. Spend money for the general welfare
6. Take private property for public purposes, with just
compensation
J. Powers denied by the Constitution to both levels of government
1. Grant titles of nobility
2. Permit slavery (13th Amendment)
3. Deny citizens the right to vote because of race, color, or
previous servitude (15th Amendment)
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4. Deny citizens the right to vote because of gender (19th
Amendment)
Activities
1. Using the Constitution and Federalism worksheet, have students identify
specific examples in the constitution which identify the powers held by the
Federal and State governments. Use the Individual Work Rubric for
assessment.
2. Using the Federalism and Constitutional Scavenger Hunt worksheet and
the U.S Constitution (without the amendments), have students answer
questions regarding the powers given to the National and State
governments. Use the Federalism and Constitutional Scavenger Hunt
worksheet and answer key.
Assessments
Federalism: Part 1 Quiz and key
Federalism Cases handout and key
Federalism and Constitutional Scavenger Hunt and key
Discussion Rubric
Individual Work Rubric
Materials
Federalism: Part 1computer-based presentation
Federalism: Part 1Key Terms
The Constitution and Federalism Worksheet
Federalists and Anti-Federalists Chart
Resources
9780133656329, Macgruder’s American Government, McClenaghan, W.,
Pearson, Prentice Hall, 2008. (Ch. 4)
9780205806584, Government in America: People, Politics, and Policy,
Edwards, G., Wattenberg, M., Lineberry, Pearson Education, Inc.,
2011. (Chs. 2 & 3)
9780078799822, United States Government: Democracy in Action, Remy,
R., McGraw Hill, Glencoe, 2010. (p. 454)
9780495898054, American Government: Institutions and Policies, 12 th ed.,
Wilson, J., Dilulio, J., & Bose, M., Wadsword, Cengage Learning, 2011.
(pp. 33-35, p. 53 & 431)
www.oyez.org
Accommodations for Learning Differences
For reinforcement, have students complete the chart of Federalists and AntiFederalists. The chart identifies the differences between each party and
which type of governing body they supported. Use the Individual Work
Rubric for assessment.
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Optional: Have students contact their Texas State Congressman and their
United States Congressman and ask the representatives the duties they are
responsible for carrying out as elected officials. After students interview each
representative, have them make a list which identifies the differing
responsibilities.
For enrichment, have students use www.oyez.org to research prior court
cases regarding “Federalism.” The court cases include McCulloch v.
Maryland, Gibbons v. Ogden, Schechter Poultry Corp v. The United States,
and NLRB v. Jones & Laughlin Steel Corp. After researching each case
have students answer the questions regarding the court decision. Use the
Federalism Cases handout for the activity and the key for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.182. Principles of Government and Public Administration (One-Half to
One Credit).
(2) The student understands how constitutional government, as developed in
the United States, has been influenced by people, ideas, and historical
documents. The student is expected to:
(C) explore how the Federalist Papers explain the principles of the
American constitutional system of government;
(G) evaluate the limits on the national and state governments in the
United States federal system of government;
(H) categorize government powers as national, state, or shared
government
(I) analyze historical conflicts over the respective roles of national and
state governments in the United States
College and Career Readiness Standards
English/Language Arts
II. Reading
B Understand new vocabulary and concepts and use them accurately
in reading, writing and speaking.
1. Identify new words and concepts acquired through study of
their relationships to other words and concepts.
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Federalism: Part 1 – Key Terms
1. Ratification – formal approval
2. Coalition – an alliance
3. Federalism – a system of government in which a written constitution divides the powers
of government on a territorial basis, between a central government and several regional
governments, usually states or provinces
4. Dual federalism – a system of government in which both the states and the national
government remain supreme within their own spheres, each responsible for some
policies
5. Cooperative federalism – a system of government in which powers and policy
assignments are shared between states and the national government
6. Interstate commerce – trade conducted between and among the various states
7. Expressed powers – powers delegated to the national government, expressly spelled
out, in the Constitution
8. Implied powers – powers not expressly stated in the Constitution but reasonably
suggested by the expressed powers
9. Concurrent powers – powers that both the national government and the state
governments possess
10. Supremacy clause – establishes the U.S. Constitution the supreme law of the land,
which means the Constitution ranks above all other forms of law in the U.S.
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Name:
Date:
Federalism: Part 1 Quiz
1.
What are the Federalist Papers?
a. Official documents of the U.S. that define federalist rule for the Constitution
b. A series of 85 articles written to argue for ratification of the U.S. Constitution
c. Anti-communist statements made by government leaders
d. Proof that a government with divided powers cannot survive
2.
Which of the following statements best describes the political situation in the U.S.
after the Constitutional Convention?
a. A huge celebratory party followed the Convention to celebrate all 50 states
agreeing to join the new United States of America
b. George Washington invited all the people who signed the Constitution to join
him in the first presidential summit
c. The Constitution still needed to be ratified by 9 of the 13 states, and not
everyone supported the Constitution; a battle was erupting between those who
supported the Constitution and those who did not
d. Most people were in mourning because they did not want to declare
independence from England
3.
Anti-federalists opposed the Constitution because
a. They felt the form of government outlined in the Constitution was an enemy of
the freedom they had just fought to ensure
b. They were an unpatriotic group who did not want the U.S. to succeed
c. They were an early terrorist group looking for a reason to fight
d. It was too much like England’s monarchy
4.
James Madison wrote in Federalist 51 that he believed
a. Freedom is threatened more by public passions and popularly based factions
than by strong governments
b. A national government should be at a distance from the people because the
people do not always want to do the right thing
c. Government must be designed to prevent both the politicians and the people
from using it for unjust purposes
d. All of the above
5.
Why are the Federalist Papers important enough to study today?
a. They are an important commentary on the framers’ beliefs and remain an
authoritative and profound explanation of the Constitution
b. They are the single most important piece of American political philosophy ever
produced
c. Both a and b
d. Neither a nor b
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6.
In Federalist 10, James Madison expressed his opinion of political parties, which
was
a. Political parties are as American as apple pie and should be encouraged
b. A warning against their divisive impact
c. A desire that there be at least four political parties at all times
d. None of the above
7.
In Federalist 28, Alexander Hamilton explained his vision of
a. A benevolent monarchy
b. Free trade
c. Two levels of government – federal and state – where people could shift their
support between the two to keep them in balance
d. A bid for his own presidential campaign
8.
In Federalist 46, Madison explained that
a. Buying tea would be un-American because tea was a British product
b. Both federal and state governments would have certain powers, but neither
would have supreme authority over the other
c. His wife Dolly had designed the nation’s flag
d. Anyone who didn’t vote to ratify the Constitution would be punished
9.
In Federalist 78, Hamilton explains how the judiciary branch fits into the balance
of power by stating the following:
a. The judiciary branch has no commander-in-chief power
b. It has no power to appropriate money
c. It has only the power of judgment, including the power to decide if a law is
contrary to the Constitution
d. All of the above
10.
When the United States was first formed, federalism’s structure of divided power
was a necessity because
a. Loyalty to state governments was so strong that the Constitution would never
have been passed if it had tried to abolish state government
b. George Washington agreed to be President only if he split power with the
states
c. The King of England agreed to split his power with the new President of the
U.S.
d. It was the only kind of government people of the time knew about
11.
Most political scientists today feel that cooperative federalism describes the
current American federal system. In cooperative federalism
a. Powers and policy assignments are shared between the states and the
national government
b. Distinctions between the state and federal government powers are blurred
c. Both a and b
d. Neither a nor b
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12.
An advantage of federalism is
a. The division of power allows local action in matters of local concern and
national action in matters of wider concern
b. Each state is able to make decisions based on its own local needs
c. States can draw on strength from a national government when needed
d. All of the above
13.
The supremacy clause in Article VI of the Constitution states that
a. If things don’t work out with federalism, the U.S. will submit to the King or
Queen of England
b. The Constitution and national laws are supreme over state laws – as long as
the national government is acting within its constitutional limits
c. Any state seeking authority over a national law must submit an application for
supremacy
d. In questions of who has authority between national and state government, a
coin toss will decide who is supreme
14.
Which of the following is true about the division of power between national and
state government?
a. Powers not designated to the national government by the Constitution nor
prohibited to the states by the Constitution are reserved for the states
b. Federal courts cannot order states to obey the Constitution
c. Only the national government can carry out the death penalty
d. Only the national government can make laws; states must enforce the laws
15.
The 11th Amendment
a. Prohibits individual damage suits against state officials
b. Protects state governments from being sued by private parties in federal
courts
c. Both a and b
d. None of the above
16.
Powers of the national government include which of the following:
a. The power to change state boundaries
b. The power to overrule the Bill of Rights
c. The power to coin money, declare war, and conduct foreign relations
d. The power to tax items exported form one state to another
17.
Powers of state government include which of the following:
a. Power to establish local governments
b. Power to exert powers the Constitution does not delegate to the national
government or prohibit the states from using
c. Power to conduct elections
d. All of the above
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18.
The Constitution does not allow states the right to
a. Establish local governments because that is the national government’s job
b. Coin money
c. Take measures for public health, safety, and morals
d. Trade freely with other states
19.
Which powers are shared between national and state government?
a. Making taxes
b. Establishing courts
c. Coining money
d. Both a and b
20.
The Constitution denies certain powers to both national and state government,
such as
a. Granting titles of nobility
b. Permitting slavery
c. Denying citizens the right to vote because of race, color, or gender
d. Both b and c
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Federalism: Part 1 Quiz Key
1. b
2. c
3. a
4. d
5. c
6. b
7. c
8. b
9. d
10. a
11. c
12. d
13. b
14. a
15. c
16. c
17. d
18. b
19. d
20. d
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The Constitution and Federalism Worksheet
Constitution Article
Powers
Article I sec. 8 cl-17
Enumerated
Article I sec. cl. 18
Implied
Article I sec.9
Denied
Article 1 sec. 10
Denied to States
Article IV sec. 1-2
“Full Faith and Credit”
Article VI
Supremacy
10th Amendment
Reserved
Example
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Federalism and Constitutional Scavenger Hunt
Directions: Using only the original Constitution (without amendments), respond to the following
on a separate sheet of paper, numbered 1-30. When applicable, include with your answer the
Article and Section of the Constitution.
1. What word in the Preamble indicates that the framers wanted this Constitution to last
forever?
2. This type of bill must originate in the House of Representatives.
3. What was Congress prohibited from doing under the Constitution until 1808?
4. What crime is specifically described and explained in detail in the Constitution?
5. What state was not in attendance when the Constitution was finally signed?
6. This “shall never be required as a qualification to any office….under the United States.”
7. He was the only delegate from New York State to sign the Constitution.
8. The president must “take care that the laws are _______________.”
9. You and I are entitled to this with respect to the “citizens of the several states.”
10. Congress can tax us to “provide for the __________________.”
11. The original ratio of U.S. Representatives to citizens in a state was 1: ________.
12. Why is the end of Article II, section 1, important to Inauguration Day?
13. According to Article II, __________ actually elect the president.
14. Each house of Congress must keep and publish this in regard to their proceedings.
15. The United States guarantees to every state a republican form of government and this.
16. Many of the powers and duties of the president must be approved by the _______.
17. The sole power of impeachment resides with the ___________.
18. Why can’t your 35-year-old friend from France move to the U.S., become a citizen, and
run for president?
19. What government official certifies who is officially president?
20. Of what importance is the number 30 to the Senate?
21. What other position in government does the President of the Senate hold?
22. The vote in the Senate is 60-40 to throw President Popp out of office. Is he out?
23. The president must give Congress information on the __________.
24. Puerto Rico would need the approval of _________ in order to become the 51st state.
25. What phrase refers to the fact that Texas must recognize a diploma from the University
of Oklahoma as valid?
26. The Constitution and U.S. laws and treaties are the “_______” law of the land.
27. Two-thirds vote refers to several government actions. Name one.
28. Congress created U.S. District and Circuit courts. They’re called “_________ courts” in
the Constitution.
29. A quorum to do business in either house of Congress is whenever a ________ is
present.
30. When would the Constitution officially go into effect?
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Federalism and Constitution Scavenger Hunt Key
1. Posterity
2. Bills for raising revenue (Article I sec. 7)
3. Limiting or prohibiting the importation of slaves (Article I sec. 9)
4. Treason (Article III sec. 3)
5. Rhode (rogue) Island
6. Religion (Article VI cl. 3)
7. Alexander Hamilton
8. “faithfully executed” (Article II sec. 3)
9. Privileges and immunities (Article IV sec 2)
10. “common defense and general welfare” (Article I sec 8 cl. 1)
11. 30,000 (Article I sec. 2 cl. 3)
12. This is the oath of office that the President swears before he begins his term
13. Electors (Article II sec 1)
14. Journal of their proceedings (Article I sec. 5)
15. Protection from invasion and domestic violence (Article IV sec. 4)
16. Senate (Article II sec. 2 cl.2)
17. House of Representatives (Article I sec. 2 cl. 6)
18. He or she was not born in the U.S. and has not lived in the U.S. for at least 14 years
(Article II sec. 1)
19. President of the Senate (V.P.) Article II sec. 1
20. Age requirement for membership in the Senate ( Article I sec. 3)
21. Vice President (Article I sec. 3)
22. No (Article I sec. 3)
23. State of the Union (Article II sec 2)
24. Congress (Article IV sec 3)
25. Full faith and credit (Article IV sec 1)
26. “Supreme” (Article VI)
27. Override veto, convict on impeachment, propose amendments to the Constitution.
28. “Inferior” (Article III sec. 1)
29. Majority (Article II sec. 5)
30. As soon as nine states ratify (Article VII) June 21, 1788
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Federalists and Anti-Federalists Compared
FEDERALISTS
ANTI-FEDERALISTS
Who were they?
Political Philosophy
Type of government favored
Alliances
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Federalism Cases
Directions: Research each of the following case regarding Federalism and answer the
questions listed below.
McCulloch v. Maryland 1819
Facts of the Case – in 1816, Congress chartered The Second Bank of the United
States. In 1818, Maryland passed legislation to impose taxes on the bank. James W.
McCulloch, the cashier of the Baltimore branch of the bank, refused to pay the tax.
Questions – the case presented two questions:
 Did Congress have the authority to establish the bank?
 Did the Maryland law unconstitutionally interfere with congressional powers?
Gibbons v. Ogden 1824
Facts of the Case – a New York state law gave two individuals the exclusive right to
operate steamboats on waters within state jurisdiction. Laws like this were duplicated
elsewhere, leading to friction; some states required foreign (out-of-state) boats to pay
substantial fees for navigation privileges. In this case, a steamboat owner doing
business between New York and New Jersey challenged the monopoly that New York
had granted, forcing him to obtain a special permit from the state to navigate its waters.
Questions – did the State of New York exercise authority in a realm reserved
exclusively to Congress, namely, the regulation of interstate commerce?
Schechter Poultry Corp. v. United States 1934
Facts of the Case – section 3 of the National Industrial Recovery Act empowered the
President to implement industrial codes to regulate weekly hours, wages, and the
minimum age of employees. The codes had standing as penal statutes.
Questions – did Congress unconstitutionally delegate legislative power to the
President?
NLRB v. Jones & Laughlin Steel Corp. 1935
Facts of the Case – with the National Labor Relations Act of 1935, Congress
determined that labor management disputes were directly related to the flow of
interstate commerce and could be regulated by the national government. In this case,
the National Labor Relations Board charged the Jones & Laughlin Steel Co. with
discrimination against employees who were union members.
Questions – was the act consistent with the Commerce Clause?
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Federalism Cases Key
McCulloch V. Maryland
In a unanimous decision, the court held that Congress had the power to incorporate the
bank and that Maryland could not tax instruments of the national government employed
in the execution of constitutional powers. Writing for the court, Chief Justice Marshall
noted that Congress possessed unenumerated powers not explicitly outlined in the
Constitution. Marshall also held that while the states retained the power of taxation, "the
constitution and the laws made in pursuance thereof are supreme...they control the
constitution and laws of the respective states, and cannot be controlled by them."
Gibbons V. Ogden
The court found that New York's licensing requirement for out-of-state operators was
inconsistent with a congressional act regulating the coasting trade. The New York law
was invalid by virtue of the Supremacy Clause. In his opinion, Chief Justice Marshall
developed a clear definition of the word commerce, which included navigation on
interstate waterways. He also gave meaning to the phrase "among the several states" in
the commerce clause. Marshall's was one of the earliest and most influential opinions
concerning this important clause. He concluded that regulation of navigation by
steamboat operators and others for purposes of conducting interstate commerce was a
power reserved to and exercised by the Congress.
Schechter Poultry Corp V. United States
The court held that Section 3 was "without precedent" and violated the Constitution. The
law did not establish rules or standards to evaluate industrial activity. In other words, it
did not make codes, but simply empowered the President to do so. A unanimous court
found this to be an unconstitutional delegation of legislative authority.
NLRB V. Jones & Laughlin Steel Corp
Yes. The court held that the act was narrowly constructed so as to regulate industrial
activities which had the potential to restrict interstate commerce. The justices
abandoned their claim that labor relations had only an indirect effect on commerce.
Since the ability of employees to engage in collective bargaining (one activity protected
by the act) is "an essential condition of industrial peace," the national government was
justified in penalizing corporations engaging in interstate commerce which "refuse to
confer and negotiate" with their workers.
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
20
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