Unit Outline Template Unit Name: World War II Subject: Social Studies Grade 8 Unit Duration: 2-3 weeks Administration Date: March 2015

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1 Unit Outline Template Unit Name: World War II Subject: Social Studies Grade 8 Unit Duration: 2-3 weeks Administration Date: March 2015 Overarching Questions: present the big inquiries of a unit. These text based questions reach across and connect all unit texts. Each text allows students to deepen responses to the overarching questions. Primary CCLS Addressed in the Unit: What are the standards of focus that are developed throughout the unit? Sequenced Texts: Texts cohere around the same content/topic as assessment texts. Texts a) allow for CCLS- based work that parallels assessments; b) are sequenced to prompt retrospective work; and c) at least one provides a model of the kind of writing required by the culminating assessment. Instructional Tasks: Text- based questions/tasks to guide multiple readings of each text. The questions a) are sequenced to move learners from literal comprehension to higher level thinking about a text and b) mirror the assessment tasks in order to provide support for students to learn the content, habits, and skills they need to successfully and independently complete the unit's culminating task. Should the United States have dropped the atomic bomb on Nagasaki and Hiroshima during World War II? RH6-8.1; RH6-8.2; RH6-8.4; RH6-8.5; RH6-8.6; RH6-8.7; RH6-8.8; RH8.9; RH WHST a- 1.e; WHST 6-8.4, WHST 6-8.7, WHST 6-8.8, WHST 6-8.9, WHST Text #1: Day of Infamy Speech Lexile: 1250 TBQ: 1. Based on the document, why was December 7, 1941, a day that will live in infamy? Use specific facts from this document to explain your answer. 2. Roosevelt says our people, our territory and our interests are in grave danger. Give an example from the text of these dangers. 3. What role, under the Constitution, does the President take on during this speech? 4. What evidence in the text supports hois role as Commander- in- Chief? Text #2: Cartoon: Waiting for Signal from Home Cartoon Analysis Worksheet Text 3: Civilian Exclusion Order No. 5 Lexile: 1630 Photograph: Relocation Camp Photo Analysis Worksheet TBQ 1.How would you feel if you saw a notice like this posted in your neighborhood that was addressing you or your friends? 2. What services will the Civil Control Station provide? How expensive would it be for the government to provide these things for the 120,000 people of Japanese ancestry living on the West Coast? Do you think cost would have been an issue at the time? Why or why not? Could the government have spent the money in a different way to solve the same problem? Text 4: Photograph: Bombing of Nagasaki Hiroshima Victims Speak Lexile: 1000 Photo Analysis Worksheet TBQ 1. This photograph shows the great destructive force of the atomic bomb. How does the photograph make you feel? 2. President Truman was worried that the war would drag on and thousands more U.S. soldiers would die so he decided to drop the atomic bombs on Hiroshima and Nagasaki. Do you think he made the correct decision? Explain. 1. In paragraph 1, why was the man so fearful? Text 5: Was It Necessary to Drop the Atom Bomb on Japan? Lexile: 1050 Yes 1. Identify the four possible ways President Truman considered to get Japan to end the war. 2. According to the text, what other factors, beside the use of the atomic bomb, could have persuaded the Emperor to surrender? 3. Based on the reading, what do you think was the strongest argument for using the atomic bomb? Why? No 1.According to U.S. intelligence, what two things need to happen in order for the war with Japan to end? Text 6: Debate on the Pros and Cons of Dropping the Atom Bomb on Japan Lexile: 1290 Pros/Cons Graphic Organizer

2 Embedded Assessments: List the ways in which you will assess student learning during and after the instructional task. 5. What do you suppose was Japan s motivation for attacking Pearl Harbor? 6. According to the text, what makes Roosevelt believe the Americans will win absolute victory? Annotated Text Graphic Organizer Response to text- based questions Graphic Organizer Response to text- based questions 3. What could people take with them? Why do you think restrictions were placed on the quantity of goods they could bring? 4. How much time were people given to prepare for relocation sell their houses, businesses, and farms, pack their belongings, and so forth? How long would it take your family to do this? 5.The instructions say that the government will provide for storage of household items left behind at the sole risk of the owner. What does this mean? If you were being relocated, would you leave your things to be stored? Why or why not? 6. Do you think the government wanted to help Japanese aliens and Japanese Americans prepare for the relocation? Do you think they should have done so? Explain your answer. Annotated Text Graphic Organizer Response to text based- questions 2. In paragraph 3, 4, & 7 the discussion is about the effects of the bombing. What can we infer from the statements. Be specific. 3. Explain how the person in paragraph 5 was affected by the explosion. 4. In paragraph 6, the victim states it was too late to help? Why? 5.Describe the effects of the explosion on the people in paragraph 6.Identify which two victim accounts affected you the most and why? 7. Describe the primary emotions that are being felt by the eyewitness throughout each one of the accounts? 8. What fear is being experienced by most of the eyewitnesses? Give 3 specific examples. 9. Should war involve innocent civilians in order to end a long and bitter conflict? State your opinions and reasons based on the eyewitnesses accounts. Annotated Text Graphic Organizer Response to text - based questions 2.What was Eisenhower s comment after the war regarding the use of the atomic bomb on Japan? 3. Based on the reading, what do you think was the strongest argument for not using the atomic bomb? Why? Annotated Text Graphic Organizer Response to text- based questions Annotated Text Graphic Organizer Response to text- based questions

3 Specific CCLS: List the standard(s) or part(s) of standards related to each text (i.e., standards that can be addressed by tasks related to that text). Culminating Assessment Task: It may be helpful to use language from the primary CCLS addressed in the unit to write the task. Also note text(s) used. RH6-8.1; RH6-8.2; RH6-8.4; RH6-8.6; RH6-8.10; WHST6-8.2a; WHST6-8.8; WHST RH6-8.6; RH6-8.9; RH6-8.10; WHST6-8.2a; WHST6-8.8; WHST RH6-8.6; RH6-8.9; RH6-8.10; WHST6-8.2a; WHST6-8.8; WHST RH6-8.1; RH6-8.2RH6-8.10; RH6-8.10; WHST6-8.2a;WHST6-8.8;WHST RH6-8.1;RH6-8.2; RH6-8.6;RH6-8.9;RH6-8.10; RH6-8.10; WHST6-8.2a;WHST6-8.8;WHST RH6-8.1;RH6-8.2; RH6-8.6;RH6-8.9; RH68.10;WHST68.1a- 1e;WHST68.8; WHST6-8.9; This task asks students to write an argumentative essay in which they argue whether or not the United States should have dropped the atomic bomb on Hiroshima and Nagasaki during World War II. Students must be able to state a claim and support it with clear reasons and relevant evidence, demonstrating an understanding of the topic and/or text.

4 Day of Infamy Speech President Franklin D. Roosevelt's Speech to Congress on December 8, 1941 At 12:30 p.m. on December 8, 1941, U.S. President Franklin D. Roosevelt stood before Congress and gave what is now known as his "Day of Infamy" or "Pearl Harbor" speech. President Roosevelt delivers the "Day of Infamy" speech to a joint session of Congress on December 8, Behind him are Vice President Henry Wallace (left) and Speaker of the House Sam Rayburn. To the right, in uniform, is Roosevelt's son James In this speech, Roosevelt declared that December 7, 1941, the day that the Japanese attacked Pearl Harbor, would remain "a date which will live in infamy." That particular line has become so famous that it is hard to believe the first draft had the phrase written as "a date which will live in world history." At the end of the speech, Roosevelt asked Congress to declare war against Japan. His request was granted that same day. Full Text of President Franklin Roosevelt's "Day of Infamy" Speech Mr. Vice President, Mr. Speaker, Members of the Senate, and members of the House of Representatives: Yesterday, December 7th, a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American island of Oahu, the Japanese ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening

5 time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands. Last night, the Japanese attacked Wake Island. And this morning, the Japanese attacked Midway Island. Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation. As commander in chief of the Army and Navy, I have directed that all measures be taken for our defense. But always will our whole nation remember the character of the onslaught against us. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make it very certain that this form of treachery shall never again endanger us. Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph -- so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire.

6 Name: Class: Title: Author: TBQ #1: Based on the document, why was December 7, 1941, a day that will live in infamy? Use specific facts from this document to explain your answer. TBQ #2: Roosevelt says our people, our territory and our interests are in grave danger. Give an example from the text of these dangers. TBQ #3: What role, under the ConsItuIon, does the President take on during this speech? TBQ #4: What evidence in the text supports his role as Commander- in- Chief?

7 Name: Class: TBQ #5: What do you suppose was Japan s moivaion for asacking Pearl Harbor? TBQ #6: According to the text, what makes Roosevelt believe the Americans will win absolute victory? Summarize the text in one sentence. What is the author s point of view or purpose? My point of view or opinion:

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9 Cartoon Analysis Worksheet Level 1 Visuals Words (not all cartoons include words) 1. List the objects or people you see in the cartoon. 1. Identify the cartoon caption and/or title. 2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 3. Record any important dates or numbers that appear in the cartoon. Level 2 Visuals Words 2. Which of the objects on your list are symbols? 4. Which words or phrases in the cartoon appear to be the most significant? Why do you think so? 3. What do you think each symbol means? 5. List adjectives that describe the emotions portrayed in the cartoon. Level 3 A. Describe the action taking place in the cartoon. B. Explain how the words in the cartoon clarify the symbols. C. Explain the message of the cartoon. D. What special interest groups would agree/disagree with the cartoon's message? Why? Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408

10 Civilian Exclusion Order No. 5 The first official act of the relocation effort was to notify "all persons of Japanese ancestry" of the evacuation from the military zone along the west coast. Posters like the one in the photo below, specific to neighborhoods throughout Washington, Oregon, and California, were hung in early April, Expectations regarding the early phases of internment were clearly detailed. Civilian Exclusion Order No. 5

11 Civilian Exclusion Order No. 5 WESTERN DEFENSE COMMAND AND FOURTH ARMY WARTIME CIVIL CONTROL ADMINISTRATION Presidio of San Francisco, California April 1,1942 INSTRUCTIONS TO ALL PERSONS OF JAPANESE ANCESTRY LIVING IN THE FOLLOWING AREA: All that portion of the City and County of San Francisco, State of California, lyinggenerally west of the north-south line established by Junipero Serra Boulevard, Worchester Avenue, and Nineteenth Avenue, and lying generally north of the east-west line established by California Street, to the intersection of Market Street, and thence on Market Street to San Francisco Bay. All Japanese persons, both alien and non-alien, will be evacuated from the above designated area by 12:00 o'clock noon, Tuesday April 7, No Japanese person will be permitted to enter or leave the above described area after 8:00 a.m., Thursday, April 2, 1942 without obtaining special permission from the Provost Marshal at the Civil Control Station located at: 1701 Van Ness Avenue San Francisco, California The Civil Control Station is equipped to assist the Japanese population affected by this evacuation in the following ways: 1. Give advice and instructions on the evacuation. 2. Provide services with respect to the management, leasing, sale, storage of other disposition of most kinds of property including: real estate, business and professional equipment, buildings, household goods, boats, automobiles, livestock, etc. 3. Provide temporary residence elsewhere for all Japanese in family groups. 4. Transport persons and a limited amount of clothing and equipment to their new residence, as specified below. Civilian Exclusion Order No. 5

12 The Following Instructions Must Be Observed: 1. A responsible member of each family, preferably the head of the family, or the person in whose name most of the property is held, and each individual living alone must report to the Civil Control Station to receive further instructions. This must be done between 8:00 a.m. and 5:00 p.m., Thursday, April 2, 1942, or between 8:00 a.m. and 5 p.m., Friday, April 3, Evacuees must carry with them on departure for the Reception Center, the following property: a. Bedding and linens (no mattress) for each member of the family. b. Toilet articles for each member of the family. c. Extra clothing for each member of the family. d. Sufficient knives, forks, spoons, plates, bowls and cups for each member of the family. e. Essential personal effects for each member of the family. All items carried will be securely packaged, tied and plainly marked with the name of the owner and numbered in accordance with instructions received at the Civil Control Station. The size and number of packages is limited to that which can be carried by the individual or family group. No contraband items as described in paragraph 6, Public Proclamation No. 3, Headquarters Western Defense Command and Fourth Army, dated March 24, 1942, will be carried. 3. The United States Government through its agencies will provide for the storage at the sole risk of the owner of the more substantial household items, such as iceboxes, washing machines, pianos and other heavy furniture. Cooking utensils and other small items will be accepted if crated, packed and plainly marked with the name and address of the owner. Only one name and address will be used by a given family. 4. Each family, and individual living alone, will be furnished transportation to the Reception Center. Private means of transportation will not be utilized. All instructions pertaining to the movement will be obtained at the Civil Control Station. Go to the Civil Control Station at 1701 Van Ness Avenue, San Francisco, California, between 8:00 a.m. and 5:00 p.m., Thursday, April 2, 1942, or between 8:00 a.m. and 5:00 p.m., Friday, April 3, 1942, to receive further instructions. J. L. DeWITT Lieutenant General, U. S. Army Commanding Civilian Exclusion Order No. 5

13 Name: Class: Title: Author: TBQ #1: How would you feel if you saw a no/ce like this posted in your neighborhood that was addressing you or your friends? TBQ #2: What services will the Civil Control Sta/on provide? How expensive would it be for the government to provide these things for the 120,000 people of Japanese ancestry living on the West Coast? Do you think cost would have been an issue at the /me? Why or why not? Could the government have spent the money in a different way to solve the same problem? TBQ #3: What could people take with them? Why do you think restric/ons were placed on the quan/ty of goods they could bring? TBQ #4: How much /me were people given to prepare for reloca/on sell their houses, businesses, and farms, pack their belongings, and so forth? How long would it take your family to do this?

14 Name: Class: TBQ #5: The instruc/ons say that the government will provide for storage of household items len behind at the sole risk of the owner. What does this mean? If you were being relocated, would you leave your things to be stored? Why or why not? TBQ #6: Do you think the government wanted to help Japanese aliens and Japanese Americans prepare for the reloca/on? Do you think they should have done so? Explain your answer Summarize the text in one sentence. What is the author s point of view or purpose? My point of view or opinion:

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16 Step 1. Observation A. Photo Analysis Worksheet Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. B. Use the chart below to list people, objects, and activities in the photograph. People Objects Activities Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions A. What questions does this photograph raise in your mind? B. In your opinion, was there a need for relocation camps? Why or Why not? Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408

17 Source: National Archives and Records Administration The war in Europe ended in May 1945, but the war in the Pacific dragged on. At last President Truman decided to drop a new kind of bomb on a Japanese city. On August 6, 1945, an atomic bomb was dropped on Hiroshima. Nearly 100,000 people were killed instantly, but still Japan did not surrender. On August 9, 1945, a second atomic bomb was dropped on Nagasaki. This time, about 70,000 residents were killed instantly. After this second bombing, Japan surrendered to end World War II. A plume of smoke rises after the bombing of Nagaski, August 9, This photograph shows the great destructive force of the atomic bomb. How does the photograph make you feel? 2. President Truman was worried that the war would drag on and thousands more U.S. soldiers would die so he decided to drop the atomic bombs on Hiroshima and Nagasaki. Do you think he made the correct decision? Explain.

18 Step 1. Observation A. Photo Analysis Worksheet Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new details become visible. B. Use the chart below to list people, objects, and activities in the photograph. People Objects Activities Step 2. Inference Based on what you have observed above, list three things you might infer from this photograph. Step 3. Questions A. What questions does this photograph raise in your mind? B. How does this photograph make you feel? Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408

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20 Name: Class: Title: Author: TBQ #1: In paragraph 1, why was the man so fearful? TBQ #2: In paragraph 3, 4, & 7 the discussion is about the effects of the bombing. What can we infer from the statements. Be specific. TBQ #3: Explain how the person in paragraph 5 was affected by the explosion. TBQ #4: In paragraph 6, the vichm states it was too late to help? Why? TBQ #5: Describe the effects of the explosion on the people in paragraph 7. TBQ #6: IdenHfy which two vichm accounts affected you the most and why?

21 Name: Class: TBQ #7: Describe the primary emohons that are being felt by the eyewitness throughout each one of the accounts? TBQ #8: What fear is being experienced by most of the eyewitnesses? Give 3 specific examples. TBQ #9: Should war involve innocent civilians in order to end a long and birer conflict? State your opinions and reasons based on the eyewitnesses accounts. Summarize the text in one sentence. What is the author s point of view or purpose? My point of view or opinion:

22 Was it necessary to drop the atom bomb on Japan? Sixty years later, scholars still argue about the decision to use atom bombs against Hiroshima and Nagasaki as a way to hasten the end of World War II YES The atomic bomb was necessary to end the war with Japan at the earliest possible moment. By the early summer of 1945, Japanese leaders knew they could not win. But they fought on in hopes of securing better surrender terms. President Harry S. Truman considered several ways to convince Japan to quit the war: 1) intensifying the already heavy bombing of Japanese cities; 2) waiting for the Soviet Union, an ally in defeating Germany, to join the war against Japan; 3) allowing Japan's emperor, Hirohito, to remain on his throne; and 4) invading Japan. The first three options were far from certain to compel a Japanese surrender quickly, however, and each posed serious military, political, and diplomatic risks. More than 55,000 Americans had already died fighting the Japanese in the Pacific. An invasion was certain to be very costly in American lives. When the atomic bomb became available in July 1945, it appeared to be the most promising way to end the war as soon as possible and without the drawbacks of the alternatives. The atomic bombing of Hiroshima and then Nagasaki persuaded Emperor Hirohito, who had wavered for weeks, that the war must end immediately. Combined with the Soviet entry into the conflict, the atom bombs brought about Japan's surrender within a few days. The bomb was necessary to accomplish Truman's primary objectives of forcing a prompt Japanese surrender and saving American lives, perhaps thousands of them. J. Samuel Walker, Author Prompt & Utter Destruction: Truman and the Use of Atomic Bombs Against Japan

23 NO When General Dwight D. Eisenhower, then the Supreme Allied Commander, was informed by the Secretary of War that the atomic bomb was going to be used, he later recalled saying it was unnecessary because Japan was already largely defeated. Eisenhower said the bomb was "no longer mandatory as a measure to save American lives." At one point after the war he said bluntly, "It wasn't necessary to hit them with that awful thing." Before the bomb was used, U.S. intelligence officials believed the war would likely end when two things happened: When the U.S. let Japan know their Emperor could stay on as a figurehead, and when the Soviet army attacked. The U.S. did tell Japan the Emperor could remain, and the Soviets declared war, as agreed, on August 8. But U.S. officials chose not to test whether this intelligence was correct. Instead, Hiroshima was bombed on August 6, and Nagasaki on August 9. Because of logistics, an invasion of Japan could not begin for another three months, so the U.S. could have waited to see if Japan would surrender before dropping the atomic bombs. Most top World War II military leaders are all on record agreeing with Eisenhower. Admiral William Leahy, President Truman's Chief of Staff, later called the bomb a "barbarous weapon" that was unnecessary. Leahy wrote, "The Japanese were already defeated and ready to surrender.... In being the first to use it, we... adopted an ethical standard common to the barbarians of the Dark Ages." Gar Alperovitz Professor of Political Economy University of Maryland

24 Name: Class: Title: Author: YES TBQ #1: Iden=fy the four possible ways President Truman considered to get Japan to end the war. TBQ #2: According to the text, what other factors, beside the use of the atomic bomb, could have persuaded the Emperor to surrender? TBQ #3: Based on the reading, what do you think was the strongest argument for using the atomic bomb? Why? Summarize the text in one sentence. What is the author s point of view or purpose? My point of view or opinion:

25 Name: Class: Title: Author: NO TBQ #1: According to U.S. intelligence, what two things need to happen in order for the war with Japan to end? TBQ #2: What was Eisenhower s comment acer the war regarding the use of the atomic bomb on Japan? TBQ #3: Based on the reading, what do you think was the strongest argument for not using the atomic bomb? Why? Summarize the text in one sentence. What is the author s point of view or purpose? My point of view or opinion:

26 DEBATE ON THE PROS AND CONS OF DROPPING THE ATOMIC BOMB ON JAPAN Historians are still divided over whether it was necessary to drop the atomic bomb on Japan to end World War II. Here is a summary of arguments on both sides: Why the bomb was needed or justified: The Japanese had demonstrated near-fanatical resistance, fighting to almost the last man on Pacific islands, committing mass suicide on Saipan and unleashing kamikaze attacks at Okinawa. Fire bombing had killed 100,000 in Tokyo with no discernible political effect. Only the atomic bomb could jolt Japan's leadership to surrender. With only two bombs ready (and a third on the way by late August 1945) it was too risky to "waste" one in a demonstration over an unpopulated area. An invasion of Japan would have caused casualties on both sides that could easily have exceeded the toll at Hiroshima and Nagasaki. The two targeted cities would have been firebombed anyway. Immediate use of the bomb convinced the world of its horror and prevented future use when nuclear stockpiles were far larger. The bomb's use impressed the Soviet Union and halted the war quickly enough that the USSR did not demand joint occupation of Japan. Why the bomb was not needed, or unjustified: Japan was ready to call it quits anyway. More than 60 of its cities had been destroyed by conventional bombing, the home islands were being blockaded by the American Navy, and the Soviet Union entered the war by attacking Japanese troops in Manchuria. American refusal to modify its "unconditional surrender" demand to allow the Japanese to keep their emperor needlessly prolonged Japan's resistance. A demonstration explosion over Tokyo harbor would have convinced Japan's leaders to quit without killing many people. Even if Hiroshima was necessary, the U.S. did not give enough time for word to filter out of its devastation before bombing Nagasaki. The bomb was used partly to justify the $2 billion spent on its development. The two cities were of limited military value. Civilians outnumbered troops in Hiroshima five or six to one. Japanese lives were sacrificed simply for power politics between the U.S. and the Soviet Union. Conventional firebombing would have caused as much significant damage without making the U.S. the first nation to use nuclear weapons.

27 Name: Dropping the Atomic Bomb on Japan Date: Why the bomb was needed or justified Why the bomb was not needed or unjustified My point of view or opinion:

28 CCLS Thinking Map (WHST 1) Topic: Date: My Point of View on the Topic: My Thesis Statement (claim): Reason(s) that Support Thesis Text Quote/Citation Reason(s) that Support Thesis Text Quote/Citation Facts/Claims that Contradict Thesis How will you address this counterclaim? Conclusion Statement:

29 Scoring Guide for Argumentative Essay Criteria Level 4 Level 3 Level 2 Level 1 Thesis statement of argument presented Student s thesis is a clear, arguable, well defined, and well developed statement of position. Student s thesis is a clear, arguable, well defined and a somewhat developed statement of position Student s thesis is an outline of points; it is not an arguable statement of position. Student s essay does not have a thesis Development and of Claims Student presents and synthesizes relevant textual evidence from at least three informational sources to support the argument. Student presents relevant textual evidence from at least two informational sources to support the argument and makes an attempt at synthesis. Student presents textual evidence that is related but does not support the argument. Student provides no textual evidence to support the argument. Development and of Counter Claims Student presents and synthesizes relevant textual evidence that clearly refute counter claims. Student presents relevant textual evidence that refutes counterclaims and makes an attempt at synthesis. Student presents textual evidence that is related but does not refute the counterclaim. Student provides no textual evidence to refute the counterclaim. Use of formal argumentative writing style Student introduces topic clearly, ideas are organized using transitions to clarify relationships among ideas. Conclusion relates directly to the argument presented. Text maintains a formal style throughout. Student introduces topic clearly and ideas are organized using transitions that are limited but appropriate. There is a concluding statement, however, it may be unexplained or not well developed. Text is mostly writing in formal style. Student introduces a topic. Transitional words are limited or used inappropriately. There is no conclusion statement in the text. Formal style is not sufficiently maintained. Student s text does not contain an introduction or conclusion. There are no transitions that help to clarify relationships among ideas. The text is written in an informal style. Argumentative Essay Rubric Elizabeth Blackwell MS 210Q