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
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
ii
Copyright 2006 by John De Gree. All rights reserved
Table of Contents
Part One: Social Studies Curriculum
Chapter I: Social Studies Essay Questions and Prewriting Activities
1.
The American Revolution
2.
The Declaration of Independence
3.
Effects on France
4.
The U.S. Constitution
5.
Founding the Republic
6.
The U.S. as a Young Nation
7.
Westward Expansion
8.
The Civil War, Causes
9.
The Civil War, Compare and Contrast
10.
Reconstruction
11.
Immigration
12.
Industrialization
13.
World Power
1
1
4
8
12
16
21
24
28
32
36
40
40
40
Part Two: Social Studies Literacy Curriculum

Chapter II: Skills for the One-Paragraph Essay
1.
Fact or Opinion?
2.
Judgment
3.
Supporting Evidence
4.
Primary or Secondary Source Analysis
5.
Using Quotes
6.
Paraphrasing
7.
Thesis Statement
8.
Conclusion
9.
Outline for a One-Paragraph Essay
Outline Forms for a One-Paragraph Essay
10.
Rough Draft for a One-Paragraph Essay
Rough Draft Forms for a One-Paragraph Essay
41
41
43
44
45
46
47
48
49
50
51
52
52
iii
Chapter III:
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Chapter IV:
21.
22.
23.
24.
25.
26.
Skills for the Five-Paragraph Essay

Taking Notes
Thesis Statement for a Five-Paragraph Essay
The Topic Sentence and the Closer
Outline for a Five-Paragraph Essay
Outline Forms for a Five-Paragraph Essay
Writing a Rough Draft for a Five-Paragraph Essay
Rough Draft Forms for a Five-Paragraph Essay
Revising
Documenting Sources in the Text
Works Cited
Typing Guidelines
The Cover Page and Checklist
54
54
55
56
57
58
60
61
63
64
65
66
66
Skills for the Multi-Page Essay

Thesis Statement for a Multi-Page Essay
Counterargument
Using Required Terms in an Essay
Cause and Effect
Compare and Contrast
Outline and Rough Draft for a Multi-Page Essay
Outline Forms for a Multi-Page Essay
Rough Draft Forms for a Multi-Page Essay
67
67
68
69
70
71
72
73
75
Chapter V: Grading Rubrics

One-Paragraph Essay Grading Rubric
Five-Paragraph Essay Grading Rubric
Multi-Page Essay Grading Rubric
iv
77
77
78
79
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 Americas 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
1. Prewriting Activities
2. Thesis Statement
3. Outline
Due Date
Due Date
4. Rough Draft
5. Final
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 WashingtonGreatly 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?
Assignment
2. Thesis Statement
3. Outline
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

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
judgment.
1.
2.
3.
4.
What is your name?

What do you think the two key phrases are?
What do these phrases mean?
How did you find your answers?
Reflection
responses.
1.
2.
3.
4.
What do I think of my classmates answers?

Which are the three best answers?
Have I changed the way I think?
How have I changed the way I think?
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 EuropeanAmericans 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."
Assignment
2. Thesis Statement
3. Outline
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

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

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?
1.
What did the American Revolution start?

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)?
10
C. Class Discussion
When you share ideas with other students your ideas may be reinforced, rejected, or
judgment.
2. How do you think the American Revolution affected France? Why?
3. How did you find your answers?
Reflection
responses.
1.
2.
3.
4.

Which are the best three answers to question #2 above?
11
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?
Assignment
2. Thesis Statement
3. Outline
12
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

A. Taking Notes
When you take notes for this assignment, you should concentrate only on whats 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
13
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.
Check the Executive Branch

1.
2.
3.
Powers of the Judicial Branch

Check the Legislative Branch
1.
2.
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?
14
C. Class Discussion
judgment.
2. Which branch of government do you think is the strongest?
3. Which facts do you have that support what you think?
Reflection
responses.
1.
2.
3.
4.

15
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.
Assignment
2. Thesis Statement
3. Outline
16
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

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
1. Magna Carta
How these terms affected American

colonists thinking about government
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?
17
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?
18
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?
19
D. Class Discussion
judgment.
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
responses.
1.
2.
3.
4.

20
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
Shays Rebellion
Assignment
2. Thesis Statement
3. Outline
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited
21

A. Taking Notes
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
1. Indians
2. Great Britain
3.
4.
5.
6.
7.
8.
9.
10.
11.
22
Brief Description
1. Some fought settlers
2. It did not respect the new U.S.A.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Rating
?
?
C. Class Discussion
judgment.
2. Which three challenges do you think were the most difficult? Why?
Reflection
responses.
1.
2.
3.
4.

23
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
Sequoyah
representative democracy
Laura Ingalls Wilder
Andrew Jackson
Mexican-American War
California Gold Rush
Santa Anna
Texas
James K. Polk
Oregon
Northwest Ordinance
Trail of Tears

Assignment
2. Thesis Statement
3. Outline
24
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

A. Taking Notes
Manifest Destiny
What?
Who?
When?
Where?
Why?
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:
25
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)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Tragedy(ies)
1.
2.
3.
4.
5.
6.
7.
8.
9.
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
26
Tragedy
D. Class Discussion
judgment.
1.
2.
3.
4.
What is your name?

Which term do you think was the greatest accomplishment? Why?
Which term do you think was the greatest tragedy? Why?
How did you find your answers?
Reflection
responses.
2. With which person do I most agree and why?
3. With which person do I most disagree and why?
27
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 countrys
most costly war in human suffering, the Civil War, 18611865.
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

Assignment
2. Thesis Statement
3. Outline
28
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

A. Taking Notes
Immigration
What?
Who?
When?
Where?
Why?
What role, if any, did this have in creating differences between sections of the United
States?
Source:
Industrialization
What?
Who?
When?
Where?
Why?
What role, if any, did this have in creating differences between sections of the United
States?
Source:
29
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
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
30
Effect
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Rank
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C. Class Discussion
judgment.
2. What do you think were the three greatest causes of the Civil War? Why?
Reflection
responses.
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
31
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, 18611865.
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

Assignment
2. Thesis Statement
3. Outline
32
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

A. Taking Notes
Follow the structure below to write notes. Take notes on all terms.
Abraham Lincoln
What?
Who?
When?
Where?
Why?
Was this person or term a strength or a weakness for the North or for the South? How?
Source:
33
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
Contrasts
industrial
34
South
Common
speak English
Contrasts
agricultural
C. Class Discussion
judgment.
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
responses.
2. Was there a turning point in the war?
3. Do you think the South could have won the war?
35
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
Jim Crow laws
President Grant
Reconstruction Act
Immigration
14th Amendment
racial segregation
military occupation
impeachment
scalawag
15th Amendment
Ku Klux Klan
carpetbagger
Freedman's Bureau

Assignment
2. Thesis Statement
3. Outline
36
Due Date
Due Date
4. Rough Draft
5. Final
6. Works Cited

A. Taking Notes
Follow the structure below to write notes.
13th Amendment
What?
Who?
When?
Where?
Why?
Was this person or term a strength or a weakness for the North or for the South?
How?
Source:
37
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
38
C. Class Discussion
judgment.
2. How was Reconstruction successful?
3. How was Reconstruction a failure?
Reflection
responses.
1. What do I think of my classmates' answers?
2. Was Reconstruction successful or not? Explain briefly.
39
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 17761914, 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
Jewish
Catholic
Protestant
Chinese
African
Dutch
European
Southeastern European
Irish
Mexican
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.
40
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 anybodys 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 somebodys 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 everybodys 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.
41
Now that youve 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 didnt 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
Washingtons 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?
42
2. Judgment
Judgment in social studies means a persons 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:
43
3. Supporting Evidence
Supporting evidence refers to everything you use to support your thesis. These include,
but are not limited to, the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Diaries and journals

Government documents, such as birth certificates
Songs and stories
Coins, medals, jewelry
Artistic works such as pictures and paintings
Tools and pottery
Documents, such as the Declaration of Independence
Weapons
Burial remains
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 isnt 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
44
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?
45
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 authors 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.
46
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 authors 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
Wilsons 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:
47
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?
48
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?
49
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?
50
Basic 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
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:
51
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,
II. Conclusion: In conclusion,
52
Advanced Rough Draft Form for a One-Paragraph Essay

C. Supporting Evidence: Thirdly,
D. Supporting Evidence: In addition,
E. Supporting Evidence: Also,
II. Conclusion:
53
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?
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!
54
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:

five-paragraph essay:
1. Does my thesis address the prompt directly?
2. Does my thesis take a position that I can argue with evidence?
55
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.
56
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 fiveparagraph 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. Its 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 authors 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.
57
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:
II. Closer:
Write the source:
Paragraph IV.
I. Topic Sentence:
II. Closer:
Write the source:
Paragraph V. Conclusion
I. Restate thesis statement:
II. Strong Statement that shows how the topic sentences support the thesis:
58
Advanced Outline Form for a Five-Paragraph Essay

Paragraph I.
Thesis Statement:
Paragraph II.
I. Topic Sentence:
C. Supporting Evidence:
D. Supporting Evidence:
E. Supporting Evidence:
II. Closer:
Write the source:
Paragraph III.
I. Topic Sentence:
II. Closer:
Write the source:
Paragraph IV. Use another page or the back of this paper.
II. Strong statement that shows how the topic sentences support the thesis:
59
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.
60
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:
Explanation (Explain how the evidence supports the thesis):
Explanation (Explain how the evidence supports the thesis):
II. Closer: In conclusion,
Paragraphs III and IV. Follow the structure of paragraph II.
61
Advanced Rough Draft Form for a Five-Paragraph Essay

Paragraph I.
I.Thesis Statement:
Paragraph II.
I. Topic Sentence:
Explanation (Explain how this supports the thesis):
C. Supporting Evidence: Thirdly,
D. Supporting Evidence: In addition,
E. Supporting Evidence: Furthermore,
II. Closer:
Paragraphs III and IV. Follow the same structure as above.
62
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
Delete
dead words:
STEP II
Deletion
the end, every, just, nice, great, bad, got, everything, getting,
so, well, a lot, lots, get, good, some, yours, you, your, very
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
Well-equipped, dedicated Union soldiers
won the American Civil War.
ing words
Riding horses was common among
most 1800s Americans.
Prepositional phrases
Over the vast Pacific Ocean,
Columbus sailed.
Dependent clause
Because of Lincoln, the North
did not give up the war effort.
ly words
Bravely, Washington led the
Continental Army to victory.
Adverbs
Slowly, but surely, Grant moved
the Union Army
63
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 authors name and the page number on which
you found the information. For example, if youve 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 cant 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,
732743).
Note: This is according to Gibaldi, Joseph, MLA Handbook for Writers of Research Papers, (New York:
The Modern Language Association of America, 1995).
64
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).
65
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
66
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:

multi-page essay.
1. Does the thesis directly address the prompt?
2. Does my thesis take a position that I can argue with evidence?
67
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 couldnt be more wrong. Even though Jefferson
didnt 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
Jeffersons 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.
68
23. Using Required Terms in an Essay

In essay prompts #s710 you are asked to use specific terms and people to support your
thesis. For example, lets 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.
69
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
1. Jack ate 10 giant spicy burritos.
Effect
1. Jack had a stomachache.
2.
2.
3.
3.
4.
4.
5.
5.
70
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
Has strawberries
Are cold
Differences
Has chocolate
71
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
72
Basic Outline Form for a Multi-Page Essay

Paragraph I.
Thesis Statement:
Paragraph II.
I. Topic Sentence:
II. Closer:
Write the source:
Remaining Body Paragraphs.
Follow the same structure as paragraph II.
73
Advanced Outline Form for a Multi-Page Essay

Paragraph I.
Thesis Statement:
Paragraph II.
I. Topic Sentence:
II. Closer:
Write the source:
74
Basic Rough Draft Form for a Multi-Page Essay

Paragraph I.
Thesis Statement:
Paragraph II.
I. Topic Sentence:
II. Closer: Show how A and B support the topic sentence. In conclusion,
Write the source:
I. Restate topic sentences for body paragraphs:
75
Advanced Rough Draft Form for a Multi-Page Essay

Paragraph I.
Thesis Statement:
Paragraph II.
I. Topic Sentence:
II. Closer: Show how A and B support the topic sentence:
Write the source:
I. Restate topic sentences for body paragraphs:
76
Chapter VII: Grading Rubrics

One-Paragraph Essay Grading Rubric
Grading Scale
4
3
2
1
0
Exceeds Standards
Meets Standards
Approaching Standards
Below Standards
Nonexistent
Yes/No
I.
II.
III.
IV.
V.
Thesis Statement:
Does it persuasively answer the question?
Score
Evidence Used:
Are three or more relevant pieces of evidence used?
Score
Evidence Explained:
Is the evidence explained correctly and persuasively?
Score
Conclusion:
Does the evidence strengthen the topic sentence?
Score
Prewriting Activities
Are all prewriting activities included and attached
to the final?
Score
Total Addition of Scores
=
X5
Score
Spelling or Grammatical Errors
Missing Prewriting Work
=
-
Final Score =
77
Five-Paragraph Essay Grading Rubric

Grading Scale
4
3
2
1
0
Exceeds Standards
Meets Standards
Below Standards
Nonexistent
Paragraph I.
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.
C. Closer:
Does the closer convincingly link the paragraph's evidence
Score:
Paragraph IV.
C. Closer:
Does the closer convincingly link the evidence
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:
Spelling or Grammatical Errors
Missing Prewriting Work
Total Score
78
Yes/No
X5=
-
Multi-Page Essay Grading Rubric

Grading Scale
4
3
2
1
0
Exceeds Standards
Meets Standards
Below Standards
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:
79

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Take a Stand!

Take a Stand Publications

Copyright 2006 by John De Gree. All rights reserved.

Copyright 2006 by John De Gree. All rights reserved

Part Two: Social Studies Literacy Curriculum

Copyright 2006 by John De Gree. All rights reserved

Skills for the Five-Paragraph Essay

Skills for the Multi-Page Essay

Chapter V: Grading Rubrics

Copyright 2006 by John De Gree. All rights reserved

Part One: Social Studies Curriculum

Copyright 2006 by John De Gree. All rights reserved

Prewriting Activities for Essay #1

B. There Were Other Factors

Copyright 2006 by John De Gree. All rights reserved

Copyright 2006 by John De Gree. All rights reserved

2. The Declaration of Independence

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Prewriting Activities for Essay #2

Copyright 2006 by John De Gree. All rights reserved

B. Analyzing a Primary Source Document

Copyright 2006 by John De Gree. All rights reserved

What is your name?

What do I think of my classmates answers?

Copyright 2006 by John De Gree. All rights reserved

Copyright 2006 by John De Gree. All rights reserved

Prewriting Activities for Essay #3

What did the American Revolution start?

What did the American Revolution start?

Copyright 2006 by John De Gree. All rights reserved

B. History of France, 1776-1800

Who was the leader of France during the American Revolution?

What happened in France in 1789?

What type of government did American revolutionists found?

What type of government did French revolutionists found?

Copyright 2006 by John De Gree. All rights reserved

What do I think of my classmates answers?

Copyright 2006 by John De Gree. All rights reserved

4. The U.S. Constitution

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Prewriting Activities for Essay #4

Analyze on Your Own

Copyright 2006 by John De Gree. All rights reserved

B. Checks and Balances

Check the Executive Branch

Powers of the Judicial Branch

Copyright 2006 by John De Gree. All rights reserved

What do I think of my classmates answers?

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5. Founding the Republic

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Prewriting Activities for Essay #5

How these terms affected American

3. English Bill of Rights

Copyright 2006 by John De Gree. All rights reserved

B. The American Experience

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How are his ideas seen in the Declaration

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What do I think of my classmates answers?

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6. The U.S. as a Young Nation

Alien and Sedition Act

Copyright 2006 by John De Gree. All rights reserved