American Revolution

Take a Stand!®

American History From the American Revolution to 1914

Reading, Discussing, and Writing

by John De Gree

Take a Stand Publications San Clemente, California

Copyright © 2006 by John De Gree. All rights reserved ii

DEDICATION

Dedicated to students willing to take a stand

Copyright 2006 by John De Gree. All rights reserved. Painting by Fran Johnston, Used with permission, © 2006 by John De Gree. All rights reserved. Edited by Laura Vasquez. Published by Take a Stand Publications, San Clemente, California 92673. ISBN: 978-0-9790388-6-0 No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without the prior written permission of the publisher. Address inquiries to Take a Stand Publications, 1019 Domador, San Clemente, CA 92673. www.takeastandbooks.com

Copyright © 2006 by John De Gree. All rights reserved iii

Table of Contents

Part One: Social Studies Curriculum

Chapter I: Social Studies Essay Questions and Prewriting Activities 1 1. The American Revolution 1 2. The Declaration of Independence 4 3. Effects on France 8 4. The U.S. Constitution 12 5. Founding the Republic 16 6. The U.S. as a Young Nation 21 7. Westward Expansion 24 8. The Civil War, Causes 28 9. The Civil War, Compare and Contrast 32 10. Reconstruction 36 11. Immigration 40 12. Industrialization 40 13. World Power 40

Part Two: Social Studies Literacy Curriculum

Chapter II: Skills for the One-Paragraph Essay 41 1. Fact or Opinion? 41

2. Judgment 43 3. Supporting Evidence 44 4. Primary or Secondary Source Analysis 45 5. Using Quotes 46 6. Paraphrasing 47 7. Thesis Statement 48 8. Conclusion 49 9. Outline for a One-Paragraph Essay 50 Outline Forms for a One-Paragraph Essay 51 10. Rough Draft for a One-Paragraph Essay 52 Rough Draft Forms for a One-Paragraph Essay 52

Copyright © 2006 by John De Gree. All rights reserved iv

Chapter III: Skills for the Five-Paragraph Essay 54 11. Taking Notes 54 12. Thesis Statement for a Five-Paragraph Essay 55 13. The Topic Sentence and the Closer 56 14. Outline for a Five-Paragraph Essay 57 Outline Forms for a Five-Paragraph Essay 58 15. Writing a Rough Draft for a Five-Paragraph Essay 60 Rough Draft Forms for a Five-Paragraph Essay 61 16. Revising 63 17. Documenting Sources in the Text 64 18. Works Cited 65 19. Typing Guidelines 66 20. The Cover Page and Checklist 66

Chapter IV: Skills for the Multi-Page Essay 67 21. Thesis Statement for a Multi-Page Essay 67

22. Counterargument 68 23. Using Required Terms in an Essay 69 24. Cause and Effect 70

25. Compare and Contrast 71 26. Outline and Rough Draft for a Multi-Page Essay 72 Outline Forms for a Multi-Page Essay 73 Rough Draft Forms for a Multi-Page Essay 75

Chapter V: Grading Rubrics 77 One-Paragraph Essay Grading Rubric 77 Five-Paragraph Essay Grading Rubric 78 Multi-Page Essay Grading Rubric 79

Copyright © 2006 by John De Gree. All rights reserved 1

Part One: Social Studies Curriculum Chapter I: Social Studies Essay Questions and Prewriting Activities

1. The American Revolution

George Washington From 1775-1783, American colonists led a war against their mother country, Great Britain. This war would lead to the beginning of a new country, the United States of America. The American leaders of this war are called the Founding Fathers. George Washington is called the “Father of the Nation.” Today, some historians think that America’s early leaders played major roles in the American Revolution. These historians think that without individuals such as George Washington, the British colonies in America would have never gained their independence. Others think the Founding Fathers were just in the right place at the right time. They think that events such as the Boston Tea Party and British history with representative democracy paved the way for the American Founding Fathers to start a new country. Based on the evidence, was George Washington greatly responsible for founding the United States of America? If George Washington was not greatly responsible for the founding of our country, then who or what was? This essay has six assignments:

Assignment Due Date Due Date 1. Prewriting Activities 4. Rough Draft 2. Thesis Statement 5. Final 3. Outline 6. Works Cited


Prewriting Activities for Essay #1 A. George Washington was Greatly Responsible

Your topic sentence will focus on the question “Was George Washington greatly responsible for the success of the American Revolution?” Below, list the facts that support the idea that George Washington was greatly responsible for the founding of the U.S.A.

George Washington—Greatly Responsible 1. Washington led the Continental Army. 2. 3. 4. 5.

B. There Were Other Factors Maybe you think that there were other factors involved in the founding of the U.S.A. List all of the factors below that did not involve George Washington. How many can you list?

Other Factors 1. Thomas Jefferson wrote the Declaration of Independence. 2. 3. 4. 5.

Things to Think About 1. Could Washington and other factors have been responsible for the founding of the United States of America?


C. Class Discussion When you share ideas with other students, your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper.

1. What is your name? 2. Do you think George Washington was greatly responsible for founding the United States of America? 3. Which facts do you have that support what you think? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which three facts are the strongest? 3. Have I changed the way I think? 4. How have I changed the way I think?

You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


2. The Declaration of Independence Individual Rights

In the summer of 1776, the Second Continental Congress met in Philadelphia. Thomas Jefferson wrote the original draft of the Declaration of Independence; Benjamin Franklin and John Adams edited it with him. This paper declared the American colonists independent from Great Britain. On July 4, 1776, the Congress approved this document and President John Hancock signed it.

According to the Declaration of Independence, the individual has certain rights that are protected. No government can take away these rights. What are the two most important phrases in the Declaration of Independence that speak about rights? What do these two phrases mean? This essay has six assignments:



Prewriting Activities for Essay #2

A. Rights

When Thomas Jefferson wrote the Declaration of Independence, King George III had taken away many rights of the colonists. For example, the colonists lost the right to a speedy trial. If a colonist were charged with a crime, he had to be shipped to Great Britain where he was tried by a British judge. Likewise, a colonist lost the right to control who slept under his own roof. Because of the Quartering Act, British soldiers could be housed in the colonists’ houses. Jefferson wanted to make sure the American government would never take away the rights that King George III had.

What are rights? Below is one example of a right you have as a U.S. citizen (from the Declaration of Independence). Try to think of more rights. 1. You have a right to life. 2. 3. 4. 5. Share your answers with your neighbor and then with the class. Put a star next to the two rights you consider the most important.


B. Analyzing a Primary Source Document A primary source is a piece of evidence authored by a person who witnessed or experienced a historical event. For example, diaries and journals are primary sources. It is usually better to find out something from a person who experienced a particular event, than to hear about it secondhand. Primary source documents are usually the most useful for historians. When you have a question based on a document, you need to start answering the question by doing two things. The first is to understand the question. The second is to read the document. When you read the Declaration of Independence, you need to read differently than if you were reading a book. Here, you are concerned with answering the question. You are trying to find key phrases related to individual rights. You may find more.

Key Phrases Involving Individual Rights Phrases about individual rights What these phrases mean 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Now you need to determine the two most important phrases. Read your textbook, discuss with your teacher, speak with a classmate and reflect about the ideas for a time. In the space below, list your choices.

Two key phrases about individual rights 1. 2.


C. Class Discussion When you share ideas with other students, your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper.

1. What is your name? 2. What do you think the two key phrases are? 3. What do these phrases mean? 4. How did you find your answers? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which are the three best answers? 3. Have I changed the way I think? 4. How have I changed the way I think? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


3. Effects on France The Effects of the American Revolution

The United States of America and the countries of Europe share a close relationship. Similarities are evident in language, customs, laws, religion, and thinking. Europeans brought these characteristics to America when they moved. This is why some people used to refer to America as the "New World" and Europe as the "Old Continent." Many argue that the United States of America has also affected Europe. As European-Americans adapted to a new environment far from the kings and queens of the "Old Land," a different way of living and government emerged. News of this new way of living and governing may have traveled back to Europe in stories told and written by travelers. In 1789 the French Revolution began. This revolution was unlike the American Revolution because of its brutality and disrespect for life. Many French, some accounts say 30,000, literally had their heads chopped off because they did not follow the government. However, there were aspects of the French Revolution that appear to be similar to the American Revolution. In your paper, answer the questions "Did the American Revolution affect France? If so, how? If not, argue that the French Revolution would have taken place even if the American Revolution hadn't." This essay has six assignments:



Prewriting Activities for Essay #3 A. What was the American Revolution?

The American Revolution was both the ending of one way of governing and the beginning of another. Fill in the chart below.

What did the American Revolution stop? What did the American Revolution start? 1. monarchy in the American colonies

1. representative democracy in America

2.

2.

3.

3.

4.

4.

5.

5.

Prioritize Prioritize both of the above columns independently of each other. Number the items #1through 5 — 1 being the most important and 5 being the least important.

What did the American Revolution stop? What did the American Revolution start? 1.

1.

2.

2.

3.

3.

4.

4.

5.

5.


B. History of France, 1776-1800

Research the answers to the following questions and answer them below. You may consult an encyclopedia, your textbook, your teacher, or another source.

1. How did France help the American colonists gain independence from Great

Britain?

2. Who was the leader of France during the American Revolution?

3. What happened in France in 1789?

4. How were the events in France in 1789 similar to those of the American Revolution?

5. How is the French document "The Declaration of the Rights of Man" similar to America's "Declaration of Independence?"

6. How were the events in France during the French Revolution different from those of the American Revolution?

7. What type of government did American revolutionists found? 8. What type of government did French revolutionists found? 9. Name two ways how George Washington and Napoleon Bonaparte were different.

10. How did the French and American governments differ 50 years after the French

and American Revolutions (approximately 1825)?


C. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper.

1. What is your name? 2. How do you think the American Revolution affected France? Why? 3. How did you find your answers?

Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which are the best three answers to question #2 above? 3. Have I changed the way I think? 4. How have I changed the way I think? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


4. The U.S. Constitution Which Branch is the Strongest?

In 1787, 55 delegates from 12 American states met for over six months in the middle of summer in a small room with windows that were nailed shut for secrecy. In this hot and stuffy atmosphere, the oldest living representative government was created. Founding Fathers, such as John Adams, Benjamin Franklin, James Madison, and Roger Sherman, created a government that separated power into three parts: the legislative branch, the executive branch, and the judicial branch. Based on your research of the U.S. Constitution and other historical evidence, which branch of the American government is the strongest? This essay has six assignments:



Prewriting Activities for Essay #4 A. Taking Notes

When you take notes for this assignment, you should concentrate only on what’s asked of you. Which branch of the U.S. government is the strongest? Look up the Constitution in your textbook and list three powers for each branch.

Legislative Branch 1. 2. 3.

Executive Branch 1. 2. 3.

Judicial Branch 1. 2. 3.

Analyze on Your Own 1. Based on your research, which branch do you think is the most powerful? Why? because


B. Checks and Balances The Founding Fathers wrote the Constitution so that one branch would never become too powerful. The writers thought that men were greedy and would always try to obtain more power if they could. Each branch, then, has powers to control the other two branches. In this prewriting activity, write the powers that each branch has to control the other branches. As you are doing this, think if one of these powers makes this branch stronger.

Powers of the Legislative Branch Check the Executive Branch Check the Judicial Branch 1. 1. 2. 2. 3. 3.

Powers of the Executive Branch

Check the Legislative Branch Check the Judicial Branch 1. 1. 2. 2. 3. 3.

Powers of the Judicial Branch

Check the Executive Branch Check the Legislative Branch 1. 1. 2. 2. 3. 3. Questions 1. Based on the facts you found, which branch seems to have the most powerful checks on the other two? 2. Why do you think this?


C. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. Which branch of government do you think is the strongest? 3. Which facts do you have that support what you think? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which are the best three answers to question #2 above? 3. Have I changed the way I think? 4. How have I changed the way I think? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


5. Founding the Republic Developing the Constitution

When historians study a great event, they look at all of the important factors that led to it. These event are called causes. The American Revolution had many causes, including events in England's history and documents that the English brought with them to America. Likewise, in America itself there were events that brought Americans closer to the idea that they should separate from Great Britain and start a new form of government. At the same time, a European and American philosophical movement known as the Enlightenment also supported the Republican form of government Americans would adopt. In your essay, support the statement "The United States of America was founded as a result of its English heritage, the American experience, and the Enlightenment." While responding in this essay prioritize these three causes. Give evidence for your choices. This essay has six assignments:



Prewriting Activities for Essay #5 A. English Heritage

The United States of America is a republic. This means that people elect others to represent them. This was not always the way of the world. Where did we get this idea of a republic? Heritage means all that is acquired from someone who came before you. Below are documents and a lawmaking body from Great Britain. All educated colonists knew of these and believed in them. Identify the terms below and write how they might have affected the American colonists' thinking about government.

Terms How these terms affected American colonists’ thinking about government 1. Magna Carta 1. 2. Parliament 2. 3. English Bill of Rights 3. Questions 1. Which of these terms do you think had the biggest effect on the way American colonists thought about their government and why? 2. When the Constitution was written, did Americans include anything in their government that came from or is similar to one of the three terms above?


B. The American Experience The American experience means all of the writings, actions, people, and events that occurred in the American colonies. In the charts below, fill in the most important documents, person or people, and events that might have led Americans to think they should have a republic. Document Name/Title: How did this lead Americans to think they should start a republic? Person or People Name/Title: How did this person or these people lead Americans to think they could have their own country? Event Name/Title: How did this event lead Americans to think they should have their own country?


C. The Enlightenment

The Enlightenment was a movement in which Europeans and Americans thought that it was possible for humans to organize society based on reason and scientific methods. It was thought that even governments could be organized with logic and reason. This was a great change from the common thinking. Before, a monarch was seen as the servant of God. Almost everybody thought the king knew what was best. The Enlightenment changed how people viewed the king and God forever. Below are two philosophers of the Enlightenment. What did they think and how are their thoughts seen in the Declaration of Independence and the Constitution?

Philosopher's Ideas How are his ideas seen in the Declaration of Independence or the Constitution? Montesquieu: — — — — John Locke: — — — —

Question: 1. Which of these ideas do you think is the most important and why?


D. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. What do you think were the two most important factors in founding the United States of America? 3. Why do you think this? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which are the best three answers to question #2 above? 3. Have I changed the way I think? 4. How have I changed the way I think? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


6. The U.S. as a Young Nation Challenges

From 1789 to 1825, Americans faced many challenges to their new country. There were threats from abroad, vast areas of unknown land, friendly and hostile neighbors, new industries to learn, and a new government to run. Based on the evidence, what were the three greatest challenges to the young nation? Below is a list of terms and people with which you may work. You do not have to include all in your essay. Indians Washington Alien and Sedition Act moving west Louisiana Spain Jefferson Hamilton Monroe Madison War of 1812 Whiskey Rebellion Shay’s Rebellion This essay has six assignments:




Follow the structure below to write notes. Use a variety of sources.

Louisiana What? Who? When? Where? Why? Any other information? How much of a challenge did this present to the young republic? Source:

B. Rating Challenges

On the chart below write the challenge on the left, describe the challenge in the middle, and rate the challenge on the far right. A rating of 1 would be the toughest challenge and 10 the easiest. Challenge Brief Description Rating 1. Indians 1. Some fought settlers ? 2. Great Britain 2. It did not respect the new U.S.A. ? 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10. 11. 11.


C. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. Which three challenges do you think were the most difficult? Why? 3. How did you find your answers?

Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Which are the best three answers to question #2 above? 3. Have I changed the way I think? 4. How have I changed the way I think? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


7. Westward Expansion Accomplishment or Tragedy?

Assignment: Write a multi-page research essay using five or more sources. Present at least one counterargument. Document your sources. The final copy must be typed. In the years from 1820 to 1860 the United States grew to stretch “from sea to shining sea.” The growth brought much accomplishment, but it also brought tragedy. Based on the evidence, did the 1800s expansion of the United States bring about more accomplishment or tragedy? In your essay, include a thesis in the first paragraph. Make sure each paragraph has a topic sentence. Within your essay, include the correct usage of the following terms and people: Manifest Destiny Mexican-American War James K. Polk Sequoyah California Gold Rush Oregon representative democracy Santa Anna Northwest Ordinance Laura Ingalls Wilder Texas Trail of Tears Andrew Jackson This essay has six assignments:





Manifest Destiny What? Who? When? Where? Why? Any other information? Does this term show accomplishment, tragedy, both, or none? Source:

Mexican-American War What? Who? When? Where? Why? Does this term show accomplishment, tragedy, both, or none? Source:


B. The Capital “T” Write a large capital “T” on a separate piece of paper and title it as below. Fill in which terms and topics fit into one or both of these titles. Only list the terms and people. Accomplishment(s) Tragedy(ies) 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10.

C. The Modified Capital “T”

You may want to list the term or person on the middle line of your paper instead. Write a few notes as to why or how this was part accomplishment and tragedy.

Term: Accomplishment Tragedy — — — — —


D. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. Which term do you think was the greatest accomplishment? Why? 3. Which term do you think was the greatest tragedy? Why? 4. How did you find your answers?

Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. With which person do I most agree and why? 3. With which person do I most disagree and why?

You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


8. The Civil War, Causes From the beginning of the United States up to the Civil War different sections of the country seemed to form separate entities. Historians usually refer to these sections as the North, the South, and the West. Some of these differences would cause our country’s most costly war in human suffering, the Civil War, 1861–1865. Some of the differences seemed small and others large. Based on the evidence, argue what were the two most important causes of the Civil War. Use correctly all of the following terms in your essay: 19th century immigration industrialization the Cotton Kingdom slavery states’ rights Texas the Underground Railroad Abraham Lincoln abolitionism Compromise of 1820, 1850 agriculture This essay has six assignments:





Immigration What? Who? When? Where? Why? Any other information? What role, if any, did this have in creating differences between sections of the United States? Source:

Industrialization What? Who? When? Where? Why? Any other information? What role, if any, did this have in creating differences between sections of the United States? Source:


B. Cause and Effect

Cause and effect is a term that means one event made another event happen. For example, if you push against the pedals of your bicycle, the bicycle moves. In this example, the push against the pedals is the cause and the bicycle moving is the effect. CAUSE -------------------------------EFFECT

push against pedals--------------bicycle moves In social studies, cause and effect usually relates events and people. The relationship is trickier to understand than the above example with the bicycle. Sometimes it is difficult to see causes and effects in history. Here are two examples from American history with which most historians would agree. CAUSE ----------------------------------EFFECT

Japan attacks Pearl Harbor--------the United States enters World War II the U.S. drops atomic bombs on Japan -------Japan surrenders

Write the cause on the left. In the middle write the effect of each cause. On the right, order the most important causes, with 1 being the most influential in causing the Civil War and 10 being the least influential.

Cause Effect Rank 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. 9. 9. 9. 10. 10. 10.


C. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. What do you think were the three greatest causes of the Civil War? Why? 3. How did you find your answers? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. With which person do I most agree and why? 3. With which person do I most disagree and why?

You should now have a chance to present your ideas in a Class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


9. The Civil War, Compare and Contrast Before the Civil War, the North and the South each hoped and believed its side would win in less than three months. Soldiers even signed up for only 90 days. However, the war lasted four long years, 1861–1865. Compare and contrast the strengths and weaknesses of the North and the South before the war began. Decide which strengths and weaknesses were the most important for both sides. According to the evidence, was it inevitable for the North to win, or could the South have won? Use the following terms in your essay: Abraham Lincoln Jefferson Davis industry agriculture railroads U.S. Navy immigration slavery Robert E. Lee Ulysses S. Grant Battle of Gettysburg Jeb Stuart Appomattox Courthouse This essay has six assignments:




Follow the structure below to write notes. Take notes on all terms.

Abraham Lincoln What? Who? When? Where? Why? Any other information? Was this person or term a strength or a weakness for the North or for the South? How? Source:


B. Compare and Contrast

To compare means to look at two or more objects and recognize what they have in common. To contrast means to look at two or more objects and recognize what they have different from each other. For this assignment, fill in the chart below to analyze what the North and South had in common and in contrast. North South Contrasts Common Contrasts industrial speak English agricultural


C. Class Discussion

When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. In what ways were the North and South similar? 2. In what ways were the North and South different? 3. What do you think was the greatest difference before the war? 4. Which side do you think was better qualified to wage a war and win? 5. In your opinion, what was the turning point of the war? Why?

Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates’ answers? 2. Was there a turning point in the war? 3. Do you think the South could have won the war? You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


10. Reconstruction Success or Failure?

After the Civil War, the North attempted to rebuild the South into a society where African-Americans would enjoy the same rights as American citizens. The North also attempted to empower the federal government and weaken the state governments. This attempt to rebuild the South was called Reconstruction. Based on the evidence, how successful was Reconstruction? When Reconstruction ended, had the North achieved its goals in the South? Include the following terms and people in your essay: 13th Amendment 14th Amendment 15th Amendment Jim Crow laws racial segregation Ku Klux Klan President Grant military occupation carpetbagger Reconstruction Act impeachment Freedman's Bureau Immigration scalawag This essay has six assignments:




Follow the structure below to write notes.

13th Amendment What? Who? When? Where? Why? Any other information? Was this person or term a strength or a weakness for the North or for the South? How? Source:


B. Goals Fulfilled?

On the chart below, write the goals of Reconstruction and if and how these goals were fulfilled. Goal How it was fulfilled — — — — —


C. Class Discussion When you share ideas with other students your ideas may be reinforced, rejected, or slightly changed. Listening to your classmates’ ideas will help you form your own judgment. Each student must interview at least three classmates who do not sit next to one another. The answers to the following questions must be written down on a piece of paper. 1. What is your name? 2. How was Reconstruction successful? 3. How was Reconstruction a failure? Reflection After you have written down all your classmates’ responses, think about them and ask yourself the following questions. Write down your answers under your classmates’ responses. 1. What do I think of my classmates' answers? 2. Was Reconstruction successful or not? Explain briefly. You should now have a chance to present your ideas in a class discussion. If somebody says something with which you disagree, speak up! In your discussion, you may find out they are actually right and you are wrong. All possible viewpoints should be stated and defended out loud. Test your ideas in class.


11. Immigration

Assignment: Write a multi-page research essay. The final copy must be typed.

Give me your tired, your poor, Your huddled masses yearning to be free, The wretched refuse of your teeming shore… I lift my lamp beside the golden door

Emma Lazarus, from “The New Colossus "

How has the U.S. lived up to the words written by American poet Emma Lazarus and inscribed on the pedestal of the Statue of Liberty? In your essay, describe the major waves of immigration to the U.S. in the period 1776–1914, how these immigrants fared in the new land, and how the U.S. has welcomed immigrants. Use a variety of sources. Include one counterargument. Use the following terms in your essay: English French Spanish Dutch European Irish Jewish Catholic Protestant Southeastern European Mexican Chinese African

12. Industrialization

Assignment: Write a multi-page research essay using a variety of sources. The final copy must be typed. The Industrial Revolution changed the way Americans lived and worked throughout the nineteenth and twentieth centuries. Based on the evidence, was the change in society from pre-industrial to industrial good for Americans? Describe life in the U.S. before the Industrial Revolution and how life changed after it. Include information about transportation, communication, and manufacturing.

13. World Power Assignment: Students develop their own assignment with teacher guidance.


Part Two: Social Studies Literacy Curriculum

Chapter IV: Skills for the One-Paragraph Essay

1. Fact or Opinion?

Fact A fact in history is a statement that is accepted as true and is not debatable. A fact often refers to a date, a person, or a document. For example, “The Declaration of Independence was written and signed in 1776.” We know this happened because we have the original document, the men who wrote and signed this document wrote about it, and observers wrote about it as well. There is no doubt in anybody’s mind whether the facts in this statement are true. Which of the following sentences are facts?

Fact or Not a Fact? 1. George Washington was the first Vice President of the U.S.A. 2. Thomas Jefferson wrote the U.S. Constitution. 3. The American Revolution officially ended in 1783. 4. The Lakers beat the Spurs for the 2004 NBA Championship. 5. California is on the West Coast.

Opinion An opinion is an expression of somebody’s ideas and is debatable. Opinions that are based on facts and good reasoning are stronger than opinions not based on facts. In history, opinions alone tend to be less persuasive than when a person supports his opinions with facts. Which of the following are opinions and which are facts?

Opinion or Fact? 1. California became a state in 1850. 2. California is the best state. 3. Almost everybody’s favorite food is pizza. 4. The 42nd president of the U.S.A. was Bill Clinton. 5. The best time to see a movie is on a rainy day.


Now that you’ve learned the difference between fact and opinion, read the example paragraphs below and answer the questions. Student 1: George Washington was not greatly responsible for the founding of the United States of America. He was just this rich white guy who had a lot of power. He married the wealthiest person in Virginia and wanted to be strong. He got his wish when he was stuck in charge of a big army. During the war he didn’t really do anything that was so special. There were some battles, and the Americans won some of the big ones. Then the French came in and helped out. The French were the ones who did a lot of the damage. The British just got tired of getting all of their men killed and so America won. Anybody could have done the job Washington did. Student 2: George Washington was greatly responsible for the founding of the United States of America. Washington succeeded in turning unorganized colonial militia into an organized fighting force within a year. When Washington took command of the Continental Army in 1775, local Massachusetts' militia had the British surrounded in Boston, but they had no plan of attack and there was no military discipline. Washington ordered Knox to take men to Fort Ticonderoga to bring back cannon and he taught officers how to lead. A few months later Knox came back with 59 cannons and the Continental Army implemented a detailed battle plan Washington had made. Because of Washington’s moves, the British fled Boston and gave the U.S.A. one of its first big victories. Questions 1. Which of these two students uses more opinion than fact? 2. Copy one sentence that is an opinion.

3. Copy one sentence that details at least one fact.

4. Which of these two students’ writings is more persuasive? Why?


2. Judgment

Judgment in social studies means a person’s evaluation of facts. For example, if we use the fact that the Declaration of Independence was written and signed in 1776, a person may come up with the judgment that the year 1776 was a very important one for the United States of America. Good judgment is very persuasive but bad judgment is not. Write facts and judgments in the spaces provided. Discuss your judgments in class. Fact: 11-year-old Maria Perez won the gold medal in the city 800-meter sprint. Judgment: Maria is a fast runner. Fact: Private Smith was killed in war and had one wife and seven children. Judgment: Private Smith's death was a tragedy. Fact: Thursday's temperature in Santa Ana was 105 degrees Fahrenheit. Judgment: Thursday was very hot. Make your own. Fact: Judgment: Fact: Judgment: Fact: Judgment:


3. Supporting Evidence

Supporting evidence refers to everything you use to support your thesis. These include, but are not limited to, the following:

1. Diaries and journals 2. Government documents, such as birth certificates 3. Songs and stories 4. Coins, medals, jewelry 5. Artistic works such as pictures and paintings 6. Tools and pottery 7. Documents, such as the Declaration of Independence 8. Weapons 9. Burial remains 10. Literature and customs

Good writers overwhelm the reader with so many pieces of supporting evidence that the writing will be quickly accepted. Also, the writer has a duty to explain carefully and logically the meaning of the evidence, showing how it supports the thesis. A writer must be careful, however, not to include unnecessary evidence. For example, the fact that Lincoln was born in a log cabin isn’t evidence that he was a good president. Also, the dates a president was born and died may be evidence, but they would not support a thesis arguing who was the best president.

Practice With your teacher discuss which of the following is evidence for the topic “Explain what daily life was like in the U.S. in the 1700s." 1. A diary from 1984 2. A newspaper article from 1799 3. Your friend likes the subject 4. A movie about life in the 1700s 5. A song patriots sang in 1777 6. The date Washington was born 7. A painting of the American Revolution


4. Primary or Secondary Source Analysis

A primary source is a piece of evidence authored by a person who witnessed or experienced a historical event. For example, diaries and journals are primary sources. It is usually better to find out something from a person who experienced a particular event than to hear about it secondhand. Primary source documents are usually the most useful for historians.

A secondary source is a piece of evidence that has been worked on by somebody who was not a witness to the historical event. Examples of secondary sources are textbooks, documentaries, and encyclopedias. Secondary sources are valuable, but not as valuable as primary sources. Secondary sources contain the bias of the writer. This means that the writer of a secondary source will put his ideas into his explanation of the historical event, even when he may be trying not to.

Take a look at these two examples regarding the same event Event: a car accident outside of school

Example 1: "Oh no! I was in the back seat of my mom's car. This kid threw his friend's handball onto the street. All of a sudden, his friend jumped in front of my mom's car to get his ball. He didn't even look if a car was coming. My mom hit him and his body smashed against our windshield. Blood was everywhere!" Example 2: "Did you hear what happened? Mario told me that his brother was walking home when he dropped his handball onto the street. After his brother looked both ways for cars, he stepped out onto the street to get his ball. Then this mad lady came speeding down the street and aimed her car at him. She hit him on purpose!"

Questions 1. Which is a primary source? 2. Which is a secondary source? 3. Which of these is more believable? Why?


5. Using Quotes An effective analytical essay in social studies will use quotes. For example, an essay about the Declaration of Independence will be stronger if certain passages from this document are used. When you argue a point about the past, there is no better evidence than a quote from a primary source. Look at the example below. The paragraph is part of an answer to the question, “According to Thomas Jefferson, is there anybody in society who should have more rights than others?” According to Thomas Jefferson, all men should have the same rights in society. In the Declaration of Independence Jefferson writes, “All men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness…” This means that… When using quotes, be sure to write the original author’s name and the speech or document from which the quote was taken. Also, punctuate correctly with quotation marks. Practice Practice writing three quotations taken from your textbook. Use correct punctuation. 1. 2. 3.


6. Paraphrasing

Paraphrasing means to take information from your research and to put it in your own words. This is an important skill to have when writing a research paper. If you copy directly from a source, such as a book, but you do not place the words in quotation marks and write the author’s name, it is called plagiarism. Plagiarism is against the rules of writing and your teacher will not accept the work! Here is an example of paraphrasing a quote from a teacher. Quote: "In 1914, European nations began a war that was caused by dislike and hatred among countries. The United States tried to stay out of the war by being neutral. After Germany killed American lives aboard a ship, President Woodrow Wilson grew to believe that Germany was a danger and persuaded Congress to declare war in 1917." Paraphrase: European nations began fighting World War I because of old rivalries. Woodrow Wilson’s attempt to keep the U.S. out of the war succeeded for some time. Nevertheless, German actions affected American citizens and the U.S. declared war in 1917.

Practice Quote: “The British colonists in America were accustomed to enjoying a great deal of political freedom. These colonists grew angry with King George III when England tried to tax the colonists without consulting them.” Paraphrase: Quote: “Even though the battle cry went out from many in the English colonies in America, there were still many who supported King George III and did not want anything to do with the rebelling Americans.” Paraphrase:


7. Thesis Statement The thesis statement is the main idea or argument of your entire essay. It is your judgment regarding the essay question and it should contain words used in the prompt. A thesis statement is not a fact. Instead, it is your judgment of the facts. Because of this, a thesis has to be something with which not everyone will agree. Every thesis will provide an answer to the prompt and a few reasons of support. Here is an example from essay question #1 in this book, “Based on the evidence, was George Washington greatly responsible for the founding of the United States of America?” Example 1: George Washington was greatly responsible for the founding of the United States of America because of his leadership abilities, his willingness to take risks, and his integrity. This thesis answers the question and provides an outline for the rest of the essay. The writer addresses the question directly and provides general reasons to support his answer (leadership abilities, his willingness to take risks, and his integrity). In the essay the writer will expand on these reasons through supporting evidence and explanation. Come up with two more examples of a thesis based on this first question. Example 2: Example 3:

The Good Thesis Test If you can answer, “Yes,” to these questions, you most likely have a good thesis for a five-paragraph essay: 1. Does the thesis address the prompt directly? 2. Does the thesis take a position that I can argue with evidence? 3. Could somebody argue against my thesis statement?


8. Conclusion

The conclusion ties the evidence presented in the essay back to the thesis statement. It is the writer's last chance to present how the evidence supports the thesis statement. In a one-paragraph essay the conclusion can be one sentence, but it may be more. Here is an example regarding the topic of whether the Declaration of Independence was an important document. The Declaration of Independence is a very important American document. First of all, the Americans declared their reasons why they wanted to separate from Great Britain and form their own country. One of these reasons was that King George III wanted British soldiers to be housed in American homes. Secondly, the Declaration of Independence declares that “all men are created equal.” This means that all men have the same rights under the law. This was important because in the 1700s in many countries some men had more rights than others. In conclusion, the Declaration of Independence is an important American document because it declared the reasons why Americans wanted to separate from Great Britain and because it stated that “all men are created equal.” Bolded sentences are the conclusion. The Good Conclusion Test If you can answer, “Yes,” to these questions, you have written a good conclusion. 1. Does the conclusion restate the thesis? 2. Does the conclusion include pieces of evidence from my essay? 3. Does the conclusion convince the reader that the thesis is correct?


9. Outline for a One-Paragraph Essay

An outline helps you organize your thoughts and shows if you have enough evidence to support your thesis statement. An outline does not need to be written in complete sentences, except for the thesis statement and the conclusion. The more evidence you include, the stronger your argument will be. An example outline follows to the essay question "Is the Declaration of Independence an important American document?” I. Thesis Statement: The Declaration of Independence is an important American document because it gives reasons why the U.S. should separate from Great Britain and expresses important ideals. II. Supporting Evidence:

1. tells why U.S. wants to separate from G.B. 2. “all men are created equal” 3. “they are endowed by their Creator with certain unalienable rights” 4. “life, liberty, and the pursuit of happiness”

III. Conclusion: In conclusion, the Declaration of Independence is an important American document because it declared the reasons why Americans wanted to separate from Great Britain and because it stated important ideals, such as “all men are created equal.” Following this page are two forms, a “Basic Outline Form for a One-Paragraph Essay,” and an “Advanced Outline Form for a One-Paragraph Essay.” Your teacher will determine which form you will use. The basic outline is for the beginning historian and the advanced outline is for the more developed and motivated historian. Which one are you?


Basic Outline Form for a One-Paragraph Essay

(Use complete sentences for the thesis statement and the conclusion.)

I. Thesis Statement:

A. Supporting Evidence B. Supporting Evidence C. Supporting Evidence

II. Conclusion:

Advanced Outline Form for a One-Paragraph Essay (Use complete sentences for the thesis statement and the conclusion.)


A. Supporting Evidence B. Supporting Evidence C. Supporting Evidence D. Supporting Evidence E. Supporting Evidence

II. Conclusion:


10. Rough Draft for a One-Paragraph Essay

The rough draft is the first time that you will explain all the supporting evidence that you use. To do this, take your outline and explain how your evidence supports the thesis statement. Instead of listing your evidence, you will explain its importance. Here is an example of a rough draft of a paragraph. The sentences in bold are those that explain how your evidence supports your topic sentence. The Declaration of Independence described an ideal type of government, not the type that was created by the U.S.A. First of all, the Declaration of Independence declares that “all men are created equal.” This means that all men have the same rights under the law. When the U.S.A. began, some Americans were slaves, and women and men without property did not have the right to vote. Secondly, the Declaration states that the Creator gives to all the rights to “life, liberty, and the pursuit of happiness.” However, within the first 15 years of the Constitution, the Alien and Sedition Acts forbade any speech that was against the government. This was surely not liberty. In conclusion, the Declaration of Independence was a document that presented an ideal form of government, where all are created equal and all have rights of life, liberty, and the pursuit of happiness. However, the newly formed U.S.A. did not follow exactly the plan that Jefferson may have envisioned when he wrote this.

Basic Rough Draft Form for a One-Paragraph Essay (Use complete sentences.)


A. Supporting Evidence: First of all, Explanation (Explain how this supports the topic sentence):

B. Supporting Evidence: Secondly, Explanation (Explain how this supports the topic sentence): II. Conclusion: In conclusion,


Advanced Rough Draft Form for a One-Paragraph Essay

(Use complete sentences.)


A. Supporting Evidence: First of all, Explanation (Explain how this supports the topic sentence):

B. Supporting Evidence: Secondly, Explanation (Explain how this supports the topic sentence):

C. Supporting Evidence: Thirdly, Explanation (Explain how this supports the topic sentence):

D. Supporting Evidence: In addition, Explanation (Explain how this supports the topic sentence):

E. Supporting Evidence: Also, Explanation (Explain how this supports the topic sentence): II. Conclusion:


Chapter V: Skills for the Five-Paragraph Essay

11. Taking Notes All research papers require the student to read, analyze, and write information that is helpful in answering the question asked. The structure of your note taking depends on the question. Before reading, structure your notes in a way so you will focus on important information and not on unimportant details that would take valuable time. Below is an example of a structure of notes based on Essay #6, "What were the three greatest challenges to the U.S.A. as a young nation?" Notice that the last question helps you stick to your topic.

Louisiana

What? Who? When? Where? Why? Any other information? How much of a challenge did this present to the young republic? Source and page(s):

When taking notes be sure to list the source. You can do this quickly by writing only the last name of the author and the page on which you found the information. This will save you much time later when you are documenting the source in your essay. When you are writing your final essay you don't want to be stuck rummaging through your papers or flipping through your book, trying to find exactly from where you took your information. You also don't want to lie about your source. It is wrong, and your teacher may be smarter than you realize. Make sure to list your source!


12. Thesis Statement for a Five-Paragraph Essay

The thesis statement is the main idea or argument of your entire essay. It is your judgment regarding the essay question and it should contain words used in the prompt. A thesis statement is not a fact. Instead, it is your judgment of the evidence. Because of this, a thesis has to be something with which not everyone will agree. Every thesis will provide an answer to the prompt and a few reasons of support. In a five-paragraph essay, you should list three pieces of evidence in your thesis in order to provide the reader with an outline of your essay. Here is an example from essay question #4 in this book, “Based on your research of the U.S. Constitution and other historical evidence, which branch of the American government is the strongest? Example 1: According to the U.S. Constitution, the legislative branch is the strongest in the U.S. government because it has many powers, it can check the executive branch, and it can check the judicial branch. This thesis answers the question and provides an outline for paragraphs two, three, and four. Paragraph two will be about the powers of the legislative branch, paragraph three will be about Congress' power to check the president, and paragraph four will be about Congress' power to check the judicial branch. Come up with two more examples for a five-paragraph essay based on this question. Example 2: Example 3: The Good Thesis Test If you can answer, “Yes,” to these questions, you most likely have a good thesis for a five-paragraph essay: 1. Does my thesis address the prompt directly? 2. Does my thesis take a position that I can argue with evidence? 3. Could somebody argue against my thesis statement?


13. The Topic Sentence and the Closer The topic sentence is the main idea of a paragraph in the body of a multiple-paragraph essay. In a five-paragraph essay, a topic sentence takes one of the pieces of evidence in the thesis and states it strongly. The body of this paragraph will support the topic sentence. Here is one example of a topic sentence for the question of essay #4, “According to the U.S. Constitution, which branch of the U.S. government is the strongest?” Thesis Statement: Based on the evidence, Congress is the strongest branch of the U.S. government because of its powers, its ability to check the executive Branch, and its ability to check the judicial branch. Topic Sentence for Paragraph Two: Congress is the strongest branch of the U.S. government because of its powers.

Write a topic sentence for paragraph three in the box below. Paragraph Three:

The Closer Sentence

The closer ties the evidence presented in the paragraph back to the topic sentence. It is the writer's last chance to present how the evidence supports the topic sentence before moving on. Here is an example regarding the same essay question as above. Congress is the strongest branch of the U.S. government because of its powers. First of all, Congress has the power to tax. This power may be the most important as Congress can decide what to do with some of the money all Americans make. For example, Congress can use the money to build roads, schools, or museums. Secondly, Congress has the power to declare war. This is an important power as one of the results is always loss of life. In conclusion, Congress’ powers, such as the power to tax and the power to declare war — make this branch the strongest in the American government. The last sentence is the closer in this essay. It shows how the two details of this paragraph support the topic sentence.


14. Outline for a Five-Paragraph Essay An outline is a skeleton for your essay. Having an outline allows you to organize your essay before writing it out in complete sentences. If you have a framework first, it will be fairly easy to write the essay. Below is an explanation of writing an outline for a five-paragraph essay. A. First Paragraph: For the first paragraph, write down the thesis and list the three topics that will be your body paragraphs.

B. Body Paragraphs

1. Organize your paragraphs into topics by following the order you wrote in the thesis. Your thesis should have listed three topics. The first will be the topic of your second paragraph, the second the topic of your third paragraph, and the third the topic of your fourth paragraph. 2. You do not need to write complete sentences for your outline. It’s enough to write the topics of each paragraph and list the supporting evidence for your topic sentence in your outline. You will add more information when you write your draft. On the next page is a possible structure for a paragraph in an essay.

3. Document each source. Write the author’s last name and the page where you found this information.

C. Conclusion: The conclusion is the place where you restate your thesis and your topic sentences. You will convince the reader better by reminding him at the end what your essay was all about. After the restatements, finish the essay with strong words supporting your thesis. Following this page are two forms — one basic and one advanced — to help you develop your outline.


Basic Outline Form for a Five-Paragraph Essay

(Use complete sentences for thesis, topic sentences, closers, and conclusion.)

Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: II. Closer: Write the source: Paragraph III. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: II. Closer: Write the source: Paragraph IV. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: II. Closer: Write the source: Paragraph V. Conclusion I. Restate thesis statement: II. Strong Statement that shows how the topic sentences support the thesis:


Advanced Outline Form for a Five-Paragraph Essay


Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: C. Supporting Evidence: D. Supporting Evidence: E. Supporting Evidence: II. Closer: Write the source: Paragraph III. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: C. Supporting Evidence: D. Supporting Evidence: E. Supporting Evidence: II. Closer: Write the source: Paragraph IV. Use another page or the back of this paper. Paragraph V. Conclusion I. Restate thesis statement: II. Strong statement that shows how the topic sentences support the thesis:


15. Writing a Rough Draft for a Five-Paragraph Essay A. Introductory Paragraph The short social studies essay begins directly with the thesis! (Never write a “hook” for a short social studies essay!) Following the thesis is a brief explanation of the main topics that will be written in detail in the body paragraphs. Below is an example from essay question #4, “According to the U.S. Constitution, which branch of the American government is the strongest?”

According to the U.S. Constitution, the legislative branch is the strongest in the U.S. government because it has many powers, it can check the executive branch, and it can check the judicial branch. In the Constitution, there are 18 powers given to the legislature. This is more than any other branch has. The powers of the legislature over the president and the courts are so strong that Congress could even remove members of these two branches.

(The thesis statement is in bold above.)

B. The Body The body of your essay is where you present your evidence to prove your thesis. In each paragraph you will present your evidence and explain how it supports the topic sentence. An example of this is found in Skill #10, Rough Draft of a One-Paragraph Essay. Keep the order of your arguments the same as the order of mention in the thesis. Also, attempt to order the events chronologically or in the most effective manner to support your thesis. C. Conclusion In this paragraph you need to restate your thesis, tie the topic sentences of your body paragraphs to the thesis, and leave the reader with the strongest evidence that supports your argument. Your job is to convince the reader that your position is correct. Write strongly! Following this page are two forms — one basic and one advanced — to help you develop your rough draft.


Basic Rough Draft Form for a Five-Paragraph Essay

(Use complete sentences. Use the back when you need space.)

Paragraph I. Thesis Statement: Paragraph II. Topic Sentence: A. Supporting Evidence: First of all, Explanation (Explain how the evidence supports the thesis): B. Supporting Evidence: Secondly, Explanation (Explain how the evidence supports the thesis): II. Closer: In conclusion, Paragraphs III and IV. Follow the structure of paragraph II. Paragraph V. Conclusion I. Restate thesis statement: II. Strong statement that shows how the topic sentences support the thesis:


Advanced Rough Draft Form for a Five-Paragraph Essay (Use complete sentences.)

Paragraph I. I.Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: First of all, Explanation (Explain how this supports the thesis): B. Supporting Evidence: Secondly, Explanation (Explain how this supports the thesis): C. Supporting Evidence: Thirdly, Explanation (Explain how this supports the thesis): D. Supporting Evidence: In addition, Explanation (Explain how this supports the thesis): E. Supporting Evidence: Furthermore, Explanation (Explain how this supports the thesis): II. Closer: Paragraphs III and IV. Follow the same structure as above. Paragraph V. Conclusion I. Restate thesis statement: II. Strong statement that shows how the topic sentences support the thesis:


16. Revising After writing the rough draft, it is necessary to revise. Revising involves four steps. Take your essay and perform these four tasks with a red pen in hand. STEP I Deletion Delete the end, every, just, nice, great, bad, got, everything, getting, dead words: so, well, a lot, lots, get, good, some, yours, you, your, very STEP II Addition A. Add words, facts, or better descriptions. Imagine you are writing for an adult who

does not know the subject well. Explain every point precisely. B. Use transitions whenever helpful. To add ideas To summarize further, furthermore, moreover, in addition to sum up, to summarize, in short To show results To compare therefore, consequently, as a result similarly, likewise, by comparison To indicate order Conclusion first, second, in addition to in conclusion, to conclude, finally STEP III Substitution Substitute repetitive or weak words. A. Underline the first word in each sentence. If the words are the same, change some

of the words. B. Read your thesis, topic sentences, closers, and conclusion; change words as

needed. Is your word choice powerful and effective? Will your essay convince the reader?

STEP IV Rearrangement Write sentences that have a variety of beginnings. Adjective beginnings Dependent clause Well-equipped, dedicated Union soldiers Because of Lincoln, the North won the American Civil War. did not give up the war effort. “ing” words “ly” words Riding horses was common among Bravely, Washington led the most 1800s Americans. Continental Army to victory. Prepositional phrases Adverbs Over the vast Pacific Ocean, Slowly, but surely, Grant moved Columbus sailed. the Union Army


17. Documenting Sources in the Text When you take information from a source and use it in a paragraph, you cite it at the end of the paragraph. Place in parentheses the author’s name and the page number on which you found the information. For example, if you’ve found information from the U.S. Constitution in a textbook written by Robert De Gree, you would document it as in the example below: When you read the U.S. Constitution, it is simple to find out which branch is the most powerful. According to the powers of the president listed in Article 2, section 2, there are three. According to the powers of the judiciary listed in Article 3, this branch can only try cases that come to them. Judges can’t do something independently. However, the U.S. Constitution in Article 1 lists 18 special powers delegated only to the Legislative branch. It is obvious that the Legislative branch is the strongest of the three (De Gree, 732–743). Note: This is according to Gibaldi, Joseph, MLA Handbook for Writers of Research Papers, (New York: The Modern Language Association of America, 1995).


18. Works Cited At the end of your document, on a separate piece of paper, write “Works Cited” at the top middle. After this, write your sources in alphabetical order using the following format: Book Author (Last Name, First Name). Title of Book. Place of publication: Publisher, date. (If there is more than one author, list them in alphabetical order with a comma in between names.) Author of one chapter in a book Author (Last Name, First Name). “Title of chapter.” Title of Book. Place of Publication: Publisher, date. Pages of chapter. Dictionary Title of Dictionary. Edition. Internet Author (if known). “Document Title.” Website or Database Title. Date of electronic publication (if known). Name of sponsoring institution (if known). Date information was accessed <URL>. Encyclopedia “Article,” Encyclopedia Title. Edition. Interview or Lecture Name of Speaker (Last Name, First Name). “Title of interview or lecture.” Place of interview or lecture, date. Note: This is according to Gibaldi, Joseph, MLA Handbook for Writers of Research Papers, (New York: The Modern Language Association of America, 1995).


19. Typing Guidelines 1. All final research papers must be typed. The Works Cited page must also be typed. 2. The font must be a standard typeface and style. Courier, Helvetica, and Times are good choices. Do not use italics, handwriting, or anything else decorative. 3. The size of the letters must be 12 points. 4. All margins must be one inch from the top, bottom, and each side. 5. All sentences will be double-spaced. 6. Pages will be numbered in the lower right-hand side of the page. Do not number your Cover page. The Works Cited page is numbered but does not count as a text page.

20. The Cover Page and Checklist

Cover Page The Cover page needs to have the title of your research paper centered. It can be at the top, the middle, or the bottom of the page. You need to make an illustration by drawing in pencil, coloring in colored pencils, or using any other teacher-approved medium. In the bottom right-hand corner, write or type your name, date, and period of your social studies teacher. Checklist

All final papers must have these items turned in to your social studies teacher on the final due date. Inside of a clear, plastic folder include the following items in this order: 1. Cover page 2. Final draft 3. Works Cited page 4. Prewriting 5. Outline 6. Rough draft


Chapter IV: Skills for the Multi-Page Essay

21. Thesis Statement for a Multi-Page Essay As explained earlier in this book, the thesis statement is the main idea or argument of your entire essay. It is your judgment regarding the essay question and may contain the same words from the prompt. A thesis statement is not a fact. Instead, it is your judgment of the evidence. Because of this, a thesis has to be something with which not everyone will agree. In a multi-page essay, the writer need not list all the evidence he will present to support the thesis statement. However, general topics of evidence need to be presented so that the reader is aware of what the essay will entail. Because the essay is of great length, it is better to begin the essay with a hook, something to catch the interest of the reader.

Here is an example from essay question #4 in this book, “According to the U.S. Constitution, which branch of the U.S. government is the strongest?” Example 1: During the war of terror, some members of Congress have disagreed greatly with the American president over the powers of the executive branch. One side claims the president does not certain powers, whereas the president claims he does. This argument rages on perhaps even today. What did the founding fathers think of the powers of government? One source we have is the Constitution. According to the Constitution, the legislative branch is the strongest in the American government. This branch not only has the most powers but also the most important. Congress can check the executive branch and the judicial branch with strength. Also, the Founding Fathers intended the legislative branch to be the strongest branch and provided reasons for this in The Federalist Papers. The bolded sentence is the thesis statement. Try your own thesis based on the same question as above. Example 2: The Good Thesis Test If you can answer, “Yes,” to these questions, you most likely have a good thesis for a multi-page essay. 1. Does the thesis directly address the prompt? 2. Does my thesis take a position that I can argue with evidence? 3. Could somebody argue against my thesis statement?


22. Counterargument In social studies many historians have different judgments based on the same evidence. For example, some historians view Thomas Jefferson as a hero, but there are some who think he was self-centered. These are two very different judgments on our third president. Another name for this may be perspective. A perspective is a particular way of looking at an historical event. When you defend your thesis statement, you should include at least one counterargument. A counterargument is an argument in which the writer presents an idea that goes against his own thesis statement. Then, in that paragraph, the writer shows how this idea is wrong. For example, imagine if the thesis statement to an essay were the following, “Thomas Jefferson was greatly responsible for the founding of the U.S.A.” The counterargument could look like this: Some historians say that Thomas Jefferson was not greatly responsible for the founding of the United States. They argue this because Jefferson did not even fight in the American Revolution. These historians couldn’t be more wrong. Even though Jefferson didn’t raise a rifle in the war, his pen was mightier than the sword. In writing the Declaration of Independence, he let Great Britain know the reasons why Americans were fighting. Jefferson also inspired Americans to fight for high ideals. “All men are created equal” are words Americans thought of when they went into battle. “Life, liberty, and the pursuit of happiness” are words Jefferson used to make known that Americans believed each man to be entitled to rights never before granted to all people. Partly because of Jefferson’s words, Americans fought bravely for many years to beat the British. Jefferson played a significant role in the American Revolution and was greatly responsible for the founding of the United States. Notice that the beginning of this paragraph begins with the words “Some historians say.” This is because you are presenting an idea that is opposite of yours. In your paragraph, be clear that you think these people are wrong.


23. Using Required Terms in an Essay

In essay prompts #s7–10 you are asked to use specific terms and people to support your thesis. For example, let’s look at Essay #7. The question for this essay is "Did the 1800s expansion of the United States bring about accomplishment more accomplishment or tragedy?" This essay prompt has 13 terms you must include in your essay. Some of these are Manifest Destiny, James K. Polk, and the Mexican-American War. You can combine some terms and people into one paragraph or write a separate paragraph for each one. Following is an example paragraph from the terms above. Manifest Destiny was an idea that Americans had that led them to believe God gave them the right to spread representative democracy and Protestant Christianity by conquering all land west of the original thirteen colonies. This idea came, in part, from the age of exploration when Europeans successfully explored and conquered much of the world. President James K. Polk believed in Manifest Destiny. Polk made war against Mexico in the name of Manifest Destiny. From 1846 to1848 in the Mexican-American War, the United States conquered the Southwest. Many Americans viewed this as a great success, but many Mexicans viewed this as a great tragedy. Americans completed the ideal of Manifest Destiny by reaching the Pacific Ocean. Representative democracy spread west, but Mexico lost almost half of its country in that war.


24. Cause and Effect

Cause and effect is a term that means one event made another event happen. For example, if you push against the pedals of your bicycle, the bicycle moves. In this example, the push against the pedals is the cause and the bicycle moving is the effect. CAUSE -------------------------------EFFECT

push against pedals--------------bicycle moves

In social studies, cause and effect usually relates events and people. The relationship is trickier to understand than the above example with the bicycle. Sometimes it is difficult to see causes and effects in history. Here are two examples from American history with which most historians would agree. CAUSE ----------------------------------EFFECT

Japan attacks Pearl Harbor--------the United States enters World War II the U.S. drops atomic bombs on Japan -------Japan surrenders

Write down five examples of cause and effect based on everyday examples. The first one is done for you.

Cause Effect 1. Jack ate 10 giant spicy burritos. 1. Jack had a stomachache. 2. 2. 3. 3. 4. 4. 5. 5.


25. Compare and Contrast

To compare means to look at two or more objects and recognize what they have in common. To contrast means to look at two or more objects and recognize what they have different from each other. Try to compare and contrast strawberry ice cream and chocolate chip ice cream: Strawberry Ice Cream Chocolate Chip Ice Cream Differences Similarities Differences Has strawberries Are cold Has chocolate


26. Outline and Rough Draft for a Multi-Page Essay

In a longer essay, the only item that differs structurally from the smaller essays is the introductory paragraph. In smaller essays that are from one to two pages, the introduction should begin with the thesis statement. In longer essays, the writer can begin with information that will catch the reader's attention and add the thesis at the end of the paragraph. Read the sample introductory paragraph below for the essay question "Was the Civil War necessary?" Notice that the last sentence is the thesis statement. The American Civil War is the bloodiest war in our country's history. More than 500,000 Americans died. Brother fought against brother. Townspeople took up arms against each other. Great suffering became commonplace. Even so, because of the Civil War our nation has never faced another challenge to its unity. In over 140 years not one state has ever tried to secede or rebel from the United States. More importantly, the Civil War ended slavery on American soil. Millions of slaves were forever released from bondage into freedom. Without the Civil War, nobody knows for how long slavery would have continued. Even though the American Civil War was a tragic war; it was good and necessary. For further help on outlining and writing a rough draft: See the outline and rough draft forms on the following pages.

L.A. Standards: Writing: 1.1, 2.3a, 2.4a, 2.4b, 2.4c S.S. Standards: 8.2.6, 8.2.7


Basic Outline Form for a Multi-Page Essay


Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: II. Closer: Write the source: Remaining Body Paragraphs. Follow the same structure as paragraph II. Paragraph V. Conclusion I. Restate thesis statement: II. Strong statement that shows how the topic sentences support the thesis:


Advanced Outline Form for a Multi-Page Essay


Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: B. Supporting Evidence: C. Supporting Evidence: D. Supporting Evidence: E. Supporting Evidence: II. Closer: Write the source: Remaining Body Paragraphs. Follow the same structure as paragraph II. Paragraph V. Conclusion I. Restate thesis statement: II. Strong statement that shows how the topic sentences support the thesis:


Basic Rough Draft Form for a Multi-Page Essay (Use complete sentences. Use the back when you need space.)

Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: First of all, Explanation (Explain how this supports the topic sentence): B. Supporting Evidence: Secondly, Explanation (Explain how this supports the topic sentence): II. Closer: Show how A and B support the topic sentence. In conclusion, Write the source: Remaining Body Paragraphs. Follow the same structure as paragraph II. Paragraph V. Conclusion I. Restate topic sentences for body paragraphs: II. Strong statement that shows how the topic sentences support the thesis:


Advanced Rough Draft Form for a Multi-Page Essay (Use complete sentences. Use the back when you need space.)

Paragraph I. Thesis Statement: Paragraph II. I. Topic Sentence: A. Supporting Evidence: Explanation (Explain how this supports the topic sentence): B. Supporting Evidence: Explanation (Explain how this supports the topic sentence):

C. Supporting Evidence: Explanation (Explain how this supports the topic sentence): D. Supporting Evidence: Explanation (Explain how this supports the topic sentence):

E. Supporting Evidence: Explanation (Explain how this supports the topic sentence): II. Closer: Show how A and B support the topic sentence: Write the source: Remaining Body Paragraphs. Follow the same structure as paragraph II. Paragraph V. Conclusion I. Restate topic sentences for body paragraphs: II. Strong statement that shows how the topic sentences support the thesis:


Chapter VII: Grading Rubrics

One-Paragraph Essay Grading Rubric Grading Scale

4 Exceeds Standards 3 Meets Standards 2 Approaching Standards 1 Below Standards 0 Nonexistent

Yes/No I. Thesis Statement: Does it persuasively answer the question?

Score II. Evidence Used: Are three or more relevant pieces of evidence used?

Score III. Evidence Explained: Is the evidence explained correctly and persuasively?

Score IV. Conclusion: Does the evidence strengthen the topic sentence?

Score V. Prewriting Activities Are all prewriting activities included and attached to the final?

Score Total Addition of Scores = X 5 Score = Spelling or Grammatical Errors - Missing Prewriting Work - Final Score =


Five-Paragraph Essay Grading Rubric Grading Scale

4 Exceeds Standards 3 Meets Standards 2 Approaching Standards 1 Below Standards 0 Nonexistent Paragraph I. Yes/No A. Thesis: Does it answer the question and provide structure? B. Interest? Does the paragraph grab the interest of the reader? Score: Paragraph II. A. Topic Sentence: Does it support the thesis? B. Evidence: 1. Is evidence used to support the topic sentence? 2. Is the evidence explained clearly and in detail? C. Closer: Does the closer convincingly link the evidence

to the topic sentence? Score: Paragraph III. A. Topic Sentence: Does it support the thesis? B. Evidence: 1. Is evidence used to support the topic sentence? 2. Is the evidence explained clearly and in detail? C. Closer: Does the closer convincingly link the paragraph's evidence

to the topic sentence? Score: Paragraph IV. A. Topic Sentence: Does it support the thesis? B. Evidence: 1. Is evidence used to support the topic sentence? 2. Is the evidence explained clearly and in detail? C. Closer: Does the closer convincingly link the evidence

to the topic sentence? Score: Paragraph V. A. Restating thesis statement: Is the thesis statement restated? B. Closer: Does the closer persuasively show that the main ideas of paragraphs II, III, and IV strongly support the thesis?

Score: X 5 =

Spelling or Grammatical Errors - Missing Prewriting Work - Total Score


Multi-Page Essay Grading Rubric Grading Scale

4 Exceeds Standards 3 Meets Standards 2 Approaching Standards 1 Below Standards 0 Nonexistent Yes/No I. Organization/Structure of the Essay A. Thesis: Does the thesis take a firm position on the essay topic? B. Topic Sentences: Do topic sentences strongly support the thesis? C. Conclusion: Does the conclusion persuasively affirm the thesis? Score: II. Evidence: Part I — Accuracy and Adequacy of Evidence A. Accuracy: Is all evidence accurate (true)? B. Adequacy: Is enough evidence used? Score: III. Evidence: Part II — Validity and Persuasiveness of Evidence B. Validity: Do explanations of evidence make sense? A. Persuasiveness: Do explanations of evidence support main ideas? Score: IV. Language Mechanics A. Punctuation: Does the essay use correct punctuation? B. Grammar: Does the essay use correct grammar (sentence structure)? C. Spelling: Is spelling correct? Score: V. Writing Process A. Prewriting Activities: Are all prewriting activities complete? B. Effort: Is great effort shown in these activities? Score:

Total Score: X 5 = Grade:

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