Grade 7 – Expository Writing

Dysart Unified School District

7th GRADE

Interactive Expository Writing

Language Arts Benchmark 2

Social Studies DBQ – Form B

Student Name
School
Date / Criteria for final draft must be present to be graded
Teacher Name / Score using the holistic rubric ______(1-6)
1=FFB 2=FFB 3=APP
4=Meets 5=Exceeds 6=Exceeds

Overview

Time Line:

  • Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions
  • Day 2: Research/Share and discuss/Complete research charts
  • Day 3: Research/Share and discuss/Complete research charts
  • Day 4: Thesis formation/Graphic organizer
  • Day 5-6: Rough draft including all citations/Peer review
  • Day 6-7: Write final draft

LA Benchmark/DBQ Essay Prerequisite Grade Checklist:

Task / Points
Analyzing Documents
Research Charts
Pre-Writing
Rough Draft
Bibliography
Speaking and Listening

Strategies for Success:

  • Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)
  • Each document is important. With every document, realize that you need to analyze and identify the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.
  • Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.
  • Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?
  • When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.
  • Before drafting, know all requirements of the written response by reading the rubric.
  • Use blue or black pen to write your final draft.

Speaking and Listening Rubric – Collaborative Conversations, Grades 6-8

SKILLS / 6
Exceeds / 4-5
Meets / 2-3
Approaches / 0-1
Falls Far Below
Come to a discussion prepared / ●Actively pre-reads materials (marks text) and researches topic
●Understands topic
●References applicable outside sources
●Internalizes/readily recalls information / ●Actively pre-reads materials (marks text) and researches topic
●Prepares topic clarification questions before discussion
●Refers to notes during discussion / ●Reads materials but is not prepared for discussion
●Prepares limited or incomplete notes / ●Skims or fails to read materials completely
●Fails to prepare notes or bring materials
Follow rules for collegial discussions / ●Respectfully listens, interacts and poses questions to all team members
●Helps direct group in reaching a conclusion
●Superior use of time/meets goals / ●Respectfully listens to others without talking over anyone
●Seeks others’ opinions
●Stays on task/topic
●Effective use of time/meets goals / ●Listens but occasionally speaks out of order
●Strays from task/topic
●Ineffective use of time/does not meet goals / ●Listens but avoids speaking
●Speaks but is off topic most of the time
●Disrespectful to others or disruptive
●Ineffective use of time/does not meet goals
Acknowledge new information expressed by others / ●Expresses own views while acknowledging others’ views
●Respectfully challenges unsubstantiated claims
●Reflects on own views in light of new information
●Willing to change positions with substantial evidence / ●Expresses own views and listens to others’ views
●Asks for clarification of others’ views as needed
●Accepts new information based on evidence provided / ●Listens to others and sometimes gives input.
●Rarely asks for clarification of others’ views
●Considers changing position, but does not despite evidence / ●Disregards or ignores information expressed by others
●Does not develop a position
●Refuses to consider changing position
●Disengages from discussion when new information is presented
Pose questions that connect ideas / ●Questions make connections between credible evidence, others’ views, and personal observations / ●Questions suggest connections between credible evidence and personal observations and ideas / ●Questions attempt only obvious or limited connections between evidence and personal observations / ●Questions connect only to personal observations or are nonexistent
Apply thinking processes / ●Analyzes significance or weakness of an argument
●Evaluates soundness of evidence
●Evaluates reasoning and opinions of others
●Draws conclusions beyond the obvious
●Demonstrates superior ability to speak about a topic and makes sound connections / ●Identifies major points of an argument
●Identifies relevance of evidence
●Considers reasoning and opinions of others
●Draws simple or obvious conclusions
●Demonstrates effective ability to speak about a topic and makes general connections / ●Paraphrases others’ discussion of the credibility of an argument or evidence
●Fails to consider reasoning or opinions of others
●Draws basic conclusions
●Demonstrates some ability to speak about a topic and makes limited connections / ●Unable/unwilling to follow an argument or evidence
●Unable/unwilling to consider reasoning or opinions of others
●Unable/unwilling to draw conclusions
●Unable/unwilling to speak about a topic or to make any connections
Background Information
When eleven states seceded from the Union, our nation became divided between what would be known as the Union (the North) and the Confederacy (the South). This would lead to the American Civil War lasting more than four years and resulting in the deaths of 600,000 Americans. The economical distinctions, population, and leadership would influence the outcome of the war.
PROMPT
Based on the documents provided, explain what factors caused the outcome of the American Civil War.
Think about:
  • Whose militia was better prepared for the war?
  • How the North and South economies affected their readiness to participate in the war effectively?
  • Why both sides were convinced they were going to win.
  • How their motivation played a part in their war efforts.

Document A -1-3: Comparing Available Resources

Document A-1:

Citation: ("Instructor Resources|Images from the Textbook")
Work Cited:
“Instructor Resources|Images from the Textbook. ”long_nash_apbrief_4|Instructor Resources|Images from the Textbook. n.p., n.d. Web. 17 September 2013.

Document A-2:
Citation: ("Z **Archived from Fall 2008** American Economic History")
Work Cited:
“Z **Archived from Fall 2008** American Economic History. ”Z **Archived from Fall 2008** American Economic History: September 2008. n.p., n.d. Web. 17 September 2013.

Document A-3
Citation: (Graph: “Civil War Troops and War Deaths”)
Work Cited:
Long, E.B. and Barbara Long. The Civil War Day by Day: An Almanac, 1861-1865. Garden City, NY. Doubleday. 1971. Print.
Respond and discuss:
  1. After analyzing the charts in Document A, list all the resources the North had that outnumbered the South. List all the resources for the South when they outnumbered the North.
Most Northern Resources / Most Southern Resources
  1. After analyzing the map in Document A-2, who has all the railroads? Why would an army benefit from an extensive railroad system? Why would an economy benefit from an extensive railroad system?
  1. After looking at the number of deaths in the Civil War, which side had more casualties? Is this answer surprising after discovering who had the most resources? What does this say about the strengths of the North and the South?
  1. How will you use this document to answer your essay?
Document B: Southern Cause
“THE SOUTHERN MOTHER'S CHARGE”
Anonymous
The Southern Mother's charge to her Son on his departure to Virginia to defend his country's rights and honor.
You go, my son, to the battle-field
To repel the invading foe;
'Mid its fiercest conflicts never yield
Till death shall lay you low.
Our God, who smiles upon the Right,
And frowns upon the Wrong,
Will nerve you for our holy fight,
And make your courage strong.
Our cause is just. For it we pray
At morning, noon and night;
Upon our banners we inscribe
God, Liberty and Right.
I love you as my life,
My dear beloved son;
Your country calls--go forth and fight
Till Freedom's cause is won.
It may be that you fall in death,
Contending for your home,
Yet your aged mother will not be
Forsaken, though alone.
A thousand generous hearts there are
Throughout this sunny land,
Whose ample fortunes will be spent
With an unsparing hand.
Now go, my son; a mother's prayers
Will ever follow thee;
And in the thickest of the fight
Strike home for liberty.
On every hill, in every glen,
We'll fight till we are free--
We'll fight till every limpid brook
Runs crimson to the sea.
No truce we know, till every foe
Shall leave our hallowed sod,
And we regain that Heaven born boon--
"Freedom to worship God."
"The Little Drummer Boy." The Little Drummer Boy. N.p., n.d. Web. 12 June 2012. <
Citation: ("The Little Drummer Boy")
Work Cited:
“The Little Drummer Boy.” The Little Drummer Boy. n.p., n.d. Web. 17 September 2013.
Respond and discuss:
1.After reading the poem, describe the voice (or perspective) of the poem? Why would the voice(or perspective) be appropriate for this content?
2.What does this poem say about the motivation of southern soldiers? Why would they fight? List your evidence.
3.Thinking about the voice (or perspective) of the poem and the southern motivation to fight, what advantages might the South have over the North? Would a northern poem have similar voice or message?
4.How might you use this document for your essay?
Document C -1-2: Northern Strategies
Document C-1: The Anaconda Plan:

Click below to view video:

Citation: (“The Anaconda Plan”)
Work Cited
"The Anaconda Plan." NBC News. NBCUniversal Media. 12 Jan. 2007. NBC Learn. Web. 17 Sep. 2013.
Document C- 2: Sherman’s March to the Sea:
Click below to view Video:

Citation: ("Who Was General Sherman?")
Work Cited:
"Who Was General Sherman?" NBC News. NBCUniversal Media. 12 Jan. 2007. NBC Learn. Web. 17 Sep. 2013.


Respond and discuss:
1.Based on the” Anaconda Plan” video, what was the purpose of the Anaconda Plan?
2.What was the plan that many Northerners thought would be more effective than the plan that Scott had produced?
3.How did the tactics of the American Civil War differ from previous wars?
4.How will you use the information from the videos to prove your thesis in your essay?
Document D: Confederate Generals
"Robert E. Lee was the South's greatest general during the Civil War. He graduated from West Point Military Academy and became a colonel in the army before the Civil War began. He was from Virginia and decided to fight on the side of the Confederates even though President Lincoln asked him to be commander of the entire Union Army. General Lee wanted to fight for the South and remain loyal to his home state."
Citation: (Wayne).
Work Cited:
Wayne. “Leaders of the Civil War. ”Leaders of the Civil War. n.p., n.d. Web. 17 September 2013.
“Stonewall Jackson’s Way”
by John Williamson Palmer
(1825-1906)
Come, stack arms, men. Pile on the rails,
Stir up the campfire bright;
No matter if the canteen fails,
We'll make a roaring night.
Here Shenandoah brawls along,
There burly Blue Ridge echoes strong
To swell the brigade's rousing song
Of "Stonewall Jackson's way."
We see him now--the old slouched hat
Cocked o'er his eye askew--
The shrewd, dry smile--the speech so pat--
So calm, so blunt, so true.
The "Blue-Light Elder" knows 'em well--
Says he, "That's Banks; he's fond of shell--
Lord save his soul! We'll give him"...well,
That's "Stonewall Jackson's way."
Silence! ground arms! kneel all! caps off!
Old Blue Light's going to pray;
Strangle the fool that dares to scoff;
Attention; it's his way!
Appealing from his native sod,
In forma pauperis to God--
"Lay bare thine arm; stretch forth thy rod;
Amen." That's "Stonewall's way."
He's in the saddle now! Fall in!
Steady, the whole brigade!
Hill's at the ford, cut off! He'll win
His way out, ball and blade.
What matter if our shoes are worn?
What matter if our feet are torn?
"Quick step--we're with him ere the dawn!"
That's "Stonewall Jackson's way."
The sun's bright glances rout the mists
Of morning, and, by George!
There's Longstreet struggling in the lists,
Hemmed in an ugly gorge--
Pope and his Yankees whipped before--
"Bayonet and grape!" hear Stonewall roar,
"Charge, Stuart! Pay off Ashby's score
In Stonewall Jackson's way."
Ah, maiden! wait and watch and yearn
For news of Stonewall's band!
Ah, widow! read with eyes that burn
That ring upon thy hand!
Ah, wife! sew on, pray on, hope on,
Thy life shall not be all forlorn--
The foe had better ne'er been born,
That gets in Stonewall's way.
Citation: ("Stonewall Jackson's Way")
Work Cited:
“Stonewall Jackson's Way. ”Stonewall Jackson's Way. n.p., n.d. Web. 17 September 2013.
Respond and discuss:
1.After reading the passage about Robert E. Lee, describe him. Why would both the North and South want Robert E. Lee on their side? What does that say about his military career?
2.After reading the poem, describe the voice of the poem. What do southern soldiers think of Stonewall Jackson? How do you think southern soldiers thought of their generals as a whole?
3.Northern generals were as well known or celebratedas their southern counterparts. How would this affect the moral of soldiers and determination despite the odds? How would itaffect the outcome of battles and, therefore, wars?
4.How might you use this document in your essay? / Notes
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Student Generated Research

PROMPT
Based on the documents provided, explain what factors caused the outcome of the American Civil War.
Think about:
  • Whose militia was better prepared for the war?
  • How the North and South economies affected their readiness to participate in the war effectively?
  • Why both sides were convinced they were going to win.
  • How their motivation played a part in their war efforts.

Conduct research on this prompt using credible and authentic sources from the internet or another location. Things to consider:

  • Use both primary and secondary sources
  • Keep searches precise and to the point
  • Use sources that answers the prompt
  • Identify bias in sources
  • Use credible and authentic sources
  • Create complete citations for your Work Cited page

Student Generated Research Launch Page:

Research Template

Research /General topic
i.e., Civil Rights, Justice System,
Rights of the Accused / Site found or bibliographic info
i.e., URL, author, title of book and date of publication, … / How did you use this site?
Resource gave no new information that I could use.
As a guide for former research.
As a direct source of information
1.
2.
3.
4.
5.
6.

Major Resources Used

Resource used
Include the URL from above / Information Gained: Show the quote, facts, ideas, or paraphrase that you will you in your response

Content Vocabulary

IMPORTANT: List vocabulary words that you will use to answer the prompt. Look back at the documents to trigger your thoughts. These are words that you will potentially use in your essay. These can be terms inferred during your reading, discussion and research process.

Planning Your Writing – Choose either graphic organizer A or B to plan and organize your essay. Be sure to include citations (Document A) here so you don’t forget them!

Graphic Organizer A

INTRODUCTION – Paragraph #1

  1. Attention Getter:

______

______

  1. Bridge/Background information:

______

______

  1. Thesis Statement (Should correlate with each topic sentence):

______

______

BODY:

1ST BODY PARAGRAPH

  1. Topic Sentence (Should correlate with the thesis statement): ______

______

  1. Main Point (Opinion or inference about topic sentence): ______

______

  1. Evidence (Facts, quotes, paraphrases, or summaries from sources): ______

______

  1. Explanation/Elaboration (Explain how the above evidence supports your main point): ______

______

  1. Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): ______

______

2ND BODY PARAGRAPH

  1. Topic Sentence (Should correlate with the thesis statement): ______

______

  1. Main Point (Opinion or inference about topic sentence): ______

______

  1. Evidence (Facts, quotes, paraphrases, or summaries from sources): ______

______

  1. Explanation/Elaboration (Explain how the above evidence supports your main point): ______

______

  1. Conclusion/ Transition Sentence (Wrap up the topic and hint at the next topic): ______

______

3RD BODY PARAGRAPH

  1. Topic Sentence (Should correlate with the thesis statement): ______

______

  1. Main Point (Opinion or inference about topic sentence): ______

______

  1. Evidence (Facts, quotes, paraphrases, or summaries from sources): ______

______

  1. Explanation/Elaboration (Explain how the above evidence supports your main point): ______

______

  1. Conclusion/ Transition Sentence (Wrap up the topic and lead into the conclusion): ______

______

CONCLUSION – Paragraph #5

(The final paragraph, which is at least two-three sentences, may restate the thesis statement in NEW WORDS, summarize the major points in the essay, predict an outcome related to the thesis, make an emotional appeal or a combination of these. The conclusion may also refer back to the opening anecdote, present a final quote that leaves the reader ultimately satisfied or use any device an introduction might use.)