Title: Could the United States Have Done More to Stop the Holocaust? SHBAT Essay on Stopping

Title: Could the United States have done more to stop the Holocaust? SHBAT Essay on Stopping the Holocaust

Genre: SHBAT

Goal: The purpose of this assignment is to practice writing persuasively within a format which will help students write logical, thoughtful, convincing essays, the Since, However, But, Also, Therefore (SHBAT) form.

The SHBAT form teaches students how to use evidence, frame their arguments persuasively, and simultaneously admit that while the other side may have some validity, ultimately the student’s position is wisest. Thereby students practice logical thinking, putting themselves in the shoes of a critic, and creating compelling arguments in support of their own position.

The actions of the United States leading up to and during the Holocaust is a rich field of historical data, with many points and counter-points to be made. Students will consider the position of Franklin Roosevelt, the isolationists who wanted to keep America out of what they saw as “European” problems, and the ugly truth of anti-Semitism in America.

Description: Students will write a Since, However, But, Also, Therefore Essay answering the following question:

Could the United States have done more to stop the Holocaust? Why or why not?

In-class, read the following

Today, you will write a Since, However, But, Also, Therefore Essay, or SHBAT essay. The SHBAT form is a five-paragraph essay format in which each of the five paragraphs begins with a certain transitional word. Each word also indicates the contents of the paragraph that it begins.

• Since: begins an introduction which completely summarizes your argument, counter-argument, and ends with our main idea (thesis). This paragraph will appear first in the essay, but should be written last.
• However: begins a paragraph with one piece of evidence that would seem to disprove your thesis. This give you credibility in the eyes of the reader. You seem fairer, since you are giving the opposition their due in your paper.
• But: This paragraph will contain evidence and argument proving your thesis, and disproving that of your opposition described in the previous paragraph.
• Also: This paragraph contains yet another example of evidence and argument proving your thesis.
• Therefore: This paragraph is your conclusion. It should summarize all your arguments, and evidence, and convince a reader that your position is correct.

At its core, this form contains one piece of evidence against your thesis, one piece of evidence countering that, and one piece of evidence proving you’re right.

Using your notes, and the readings given to you last week in preparation for this assignment, you will complete the SHBAT Essay Graphic Organizer for tomorrow. On Wednesday, you will meet with a peer, read your essay aloud, and revise your draft. On Thursday, you will turn in your final draft, along with the completed checklists.

SHBAT Graphic Organizer Name:

Write your thesis in the box below. (This will appear at the end of Since and beginning of Therefore.)

Now, find one piece of evidence which could DISPORVE your thesis, and write it in the box below.

(This will be in However.)

Now find a piece of evidence disproving the However evidence above, and proving your thesis. (This goes in But.)

Now find another piece of evidence proving your thesis. (This goes in Although.)

Since and Therefore should include your thesis, and summarize all the evidence in support of your position from the other three paragraphs.

Writer Self-Evaluation Checklists

To make your writing the best it can possibly be, you must complete the following checklists after writing your rough draft, but before giving your work to a peer reader and writing your final draft.

THESE CHECKLISTS ARE PASS/FAIL. ONE MISSING ELEMENT WILL RESULT IN A ZERO.

Format Checklist

Double-spaced

In 12-point font

Times New Roman font

Title

MLA formatting above the title (see next page)

My Proofreading

There are no spelling errors.

I used capital letters at the beginning of sentences, for proper nouns, for names, cities, countries

I used end punctuation.

I checked tenses, and do not use future and past tense in the same sentence.

SHBAT Format

Since paragraph summarizes my arguments and ends with my thesis

However paragraph contains one counter-argument to my thesis

But paragraph counters the argument of the however paragraph

Also adds new evidence to support my thesis

Therefore paragraph begins with my thesis and summarizes all my evidence and arguments

My Signature: ______

Peer Listener and Reader Evaluation Checklist

After revising your own work with the above checklist, you will print out a copy and read it to a peer. Your peer will then evaluate your work with the following checklist.

There are no spelling errors

The writer uses capital letters at the beginning of sentences, for proper nouns, for names, cities, countries

All punctuation is used correctly

I checked tenses so that the writer does not use future and past tense in the same sentence

SHBAT Format

Since paragraph summarizes arguments and ends with the writer’s thesis

However paragraph contains one counter-argument to their thesis

But paragraph counters the argument of the however paragraph

Also paragraph adds new evidence to support the writer’s thesis

Therefore paragraph begins with their thesis and summarizes all the writer’s evidence and arguments

Peer Reader Signature: ______