Argumentative Prompt 2009-2010
The general prompt has not been changed:
Examine a historical or current issue in social studies, clarifying its key aspects and two opposing positions. Choose a position to defend, and find evidence from your sources to support your position and to undermine the opposing position through counter-argument. Write a convincing argument in a letter, written speech, or essay.
However, if all or some of your studentsare ready to examine more than two perspectives or to examine the causes, effects, and solutions of a problem and propose an action, then as long as you can support them to do so—go for it.
The purposefor having students clarify two positions was to build instruction towards the high school prompt: Write a convincing argument defending a position on an issue in social studies; include multiple perspectives and historic context.The details about evidence and counter-argument are in the high school scoring guide:
Current and Controversial Topics
Note on Research: Since this is a content-based literacy assignment, not a research assignment, it is important that teachers either provide the researched materials for students or extend the assignment to provide instruction in finding materials using databases, such as NetTrekker or those found on OSLIS. (This will be the topic of the February IF meeting for LA and SS.)
Note on Free Choice: Free choice is great— if you can support students to research and write on 20-30 different topics of research effectively. Inviting your students to brainstorm and narrow the selection of topics to a menu of choices will give students freedom andenable you to provide them with the support they need.
Note on Controversial Topics: Students may become very emotional about certain topics. While that emotion may increase engagement, it often decreases the kind of evidence, reasoning, and effective communication we want students to develop. The question is whether the teacher can provide adequate accessible reading materials with lots of evidence and at least two perspectives on the topic.
Notes on Topic Choice—Historical or Current (Global Connections through Time)
When teaching the argumentative/persuasive mode, it’s a great idea to allow students to choose personally engaging topics (i.e. letters to parents/guardians asking for permission) or a topic close to them, such as school uniforms, homework, etc.
However, topics related to the social studies standards are more appropriate when teaching the social studies common assignment. These may be current topics related to the historical themes being studied (slavery today) or topics in the strand “Global Connections through Time.” Here are some examples:
Grade 6 Priority Standard
“Demonstrate understanding of universal human rights, and identify and describe the roles of international organizations.”
Prompt:
- Which of the United Nations Millennium Development Goals is most significant? Why?
Rough Prompt:
- There are many worthy and effective organizations you can support to help the people of Haiti, but I recommend because , , and .
Grade 7 Priority Standard
“Explore the causes, consequences, and possible solutions to persistent, contemporary and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality.”
Prompt:
“Although two - thirds of our planet is water, we face an acute water shortage. The water crisis is the most pervasive, most severe, and most invisible dimension of the ecological devastation of the earth. Between 1990 and 2025 the number of people living in countries without adequate water is projected to rise from 131 million to 817 million.” Vandana Shiva
Water belongs to us all and it must not be “owned as private property and sold as a commodity.”
Grade 8
“Describe and explain relationships and tensions between national sovereignty and global interests in such matters as territory, natural resources, trade, use of technology, and the welfare of people.”
Rough Prompts:
- USpolicy should or should not support (religious rights, internet freedom, women’s rights, human rights, environmental justice, etc.) in (specific place).
- The United States withdrew from the jurisdiction of the International Court of Justice in 1986 but should restore that relationship.
Teacher-Submitted Topics for Argumentative Writing
Grade 6
- After studying the life and military career of Alexander the Great, decide whether or not you think he really was "great". Argue for or against Alexander's greatness using specific examples from his life and military career to support your argument.
- Argue for or against the following statement. The contributions of Ancient _____ influence our life today.
- Examine the historical context, costs and impact of the building of the Great Wall of China. In a letter, speech or essay, write a convincing argument for or against the building of the wall.
Pro: The Wall was a necessary investment of resources and accomplished Emperor Qin’s goals.
Con: The Wall toll in human suffering was so great that it should not have been built.
- Imagine you’re a trader during an era you have studied. You are bringing new technology to the market. Choose a new technology from your area of study and write a speech to persuade these people to trade for your goods.
- Choose two civilizations from your studies. Write a paper arguing the benefits of living in one of the civilizations rather than the other. Use evidence from your text to support your answers.
- The Roman Empire is usually said to have fallen when barbarians took over the city of Rome in AD 476, but many believe that the empire had already deteriorated due to a host of other reasons. Argue whether the barbarian invasion was or was not the real reason for the fall of Rome?
Grade 7
- You are a member of medieval society. Write a speech to your fellow villagers about why you will or will not embark on the 2nd Crusade. Use specific reasons and historical information to support your answer.
- The Crusades of came with a huge price to Europe and the Middle East, but they also served as a bridge between the two cultures. Were the Crusades beneficial or harmful to the medieval world?
- During the Age of Exploration, European explorers traversed the globe, bringing great wealth and knowledge to Europe. At the same time, these explorers brought disease, slavery, and war to many of the societies that they encountered. Overall, did the Age of Exploration benefit the world?
- The European Renaissance is known as the “rebirth” of art, literature, and higher thinking in Europe. However, many of the ideas celebrated in Renaissance Europe came straight out of Classic Roman and Greek thought. Was there anything new about the Renaissance, or was it simply an uncovering of old ideas?
- "The conquest of the Americas furthered civilization." Agree or disagree and explain why. Analyze at least three historical examples to support your argument.
Grade 8
- You are a contributing writer for Horace Greeley at the New York Tribune. He is an advocate for land expansion to the West. In fact, he is known for the phrase: “Go west young man.” He is requiring that you write a front-page article convincing readers they should move west.
Knowing that there are many Native American tribes to the West that will be impacted by the Americans moving west, how will you write your article for Horace Greeley? Will you side with Horace and advocate for Americans to move west or will you advocate for the opposite?
- Examine information and primary source documents about westward expansion and the policy of forced removal of Native Americans, clarifying the key aspects of the issue of western expansion and two opposing positions about forced removal. Choose a position to defend and find evidence from your sources to support your position and undermine the opposing position through counter-argument. Write a convincing argument in a letter to the editor of the Washington Times. Date the letter Jan. 227, 1839. OR Write a letter to President Jackson.
- Write a letter to the editor, dated in 1823, that argues for or against equal rights for women.
- People who favor a "living Constitution" believe that the Constitution was meant to adapt to changing times and changing views of the nation. Originalists, on the other hand, believe the Constitution should be interpreted as its founders intended and is not subject to change. Choose a position and defend your view.
- Write a letter, speech or essay either defending or condemning the establishment of Columbus Day as a national holiday. Explain the significance of what is being celebrated, examine opposing perspectives, take a position, and cite historic events to support your reasoning.
- Is protesting an effective way to make change in society? Use at least two examples you have studied to support your bias. Include a cause/effect analysis of the historic rebellions. Include clear definitions of what actions you believe constitute a protest.
- The 4th Amendment in the Bill of Rights outlaws “unreasonable search and seizure.” Do luggage searches and personal searches violate the 4th amendment?
Many of the Amendments could be used to write good prompts.
- While “free choice” of topics can make it difficult to provide support for each individual student, here is a menu of topics related to study of the Constitution that one teacher could support (using the basic prompt):
The Constitution works because…
The Bill of Rights—was it necessary?
Death Penalty—“Cruel and Unusual Punishment?”
Gun Control—Violation of the 2nd Amendment?
Separation of Church and State
Repeal an Amendment
Propose an Amendment
Supreme Court cases
Should the Internet be censored?
Flag burning
Framers of the Constitution—democratic or elitist?
“All men are created equal”?
Women’s rights
“Strict” vs. “Loose” interpretation of the Constitution
Are the branches of government equal?
9. See Debating the Documents topics