Dysart Unified School District
Teacher Directions & Guide
for the “Old”
Informative/Explanatory Benchmark
7th Grade
2012-2013
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
OVERVIEW: The Common Core Standards call for students to write using evidence from reading;
therefore, each writing benchmark will include text, graphics, and/or multi-media for students to
think through and to use as a model for their writing.
Common Core Appendix A, Informational/Explanatory Writing states:
Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely
related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or
process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing
addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a
motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find
food?); how things work (How does the legislative branch of government function?); and why things happen (Why do
some authors blend genres?). To produce this kind of writing, students draw from what they already know and from
primary and secondary sources. With practice, students become better able to develop a controlling idea and a
coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into
their writing. They are also able to use a variety of techniques to convey information, such as naming, defining,
describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an
anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres,
including academic genres such as literary analyses, scientific and historical reports, summaries, and prècis writing
as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications,
and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory
genres and use them effectively in a variety of disciplines and domains.
Although information is provided in both arguments and explanations, the two types of writing have different
aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs
or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions
about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a
certain point of view. In short, arguments are used for persuasion and explanations for clarification.
Like arguments, explanations provide information about causes, contexts, and consequences of processes,
phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives
information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable
issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence,
statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound
reasoning and relevant and sufficient evidence.
Common Core Standards for the Informative/Explanatory Essay
Writing Standards
7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Dysart Unified School District – June 2012
Page 2
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including
grade 7 on page 52.)
7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research and investigation.
7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same period as a means of understanding how authors of fiction use or alter
history”).
Language Standards
7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships
among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,]
green shirt).
b. Spell correctly.
7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.*
7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reading Informational Standards
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
7.RI.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
7.RI.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
7.RI.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
7.RI.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
21st Century Learner Skills
I. Learning and Innovation Skills
A. Critical Thinking and Problem Solving
o Students will be able to interpret information and draw conclusions based on best analysis.
C. Communication and Collaboration
o Students will be able to articulate thoughts and ideas effectively using oral, written, and nonverbal
communication skills in a variety of forms and contexts.
o Students will be able to demonstrate ability to work effectively and respectfully with diverse teams.
Dysart Unified School District – June 2012
Page 3
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
II. Information, Media and Technology
A. Information Literacy
o Students will be able to evaluate information critically and competently.
o Students will be able to manage the flow of information from a wide variety of sources.
B. Media Literacy
o Students will be able to apply a fundamental understanding of the ethical/legal issues surrounding the access and
use of media.
Four main components to this benchmark:




Analyze individual documents using literacy strategies and questions/activities provided
Complete pre-writing graphic organizer(s) and/or prewriting outline(s)
As part of the writing process, draft a response that answers the prompt remembering the
audience and format
Revise, edit, and publish a final response referring to the rubric complete with internal citations
and a “Works Cited” page.
Guidelines and Information:




All resources here including the articles, videos, photos or stories can be read and discussed in
class. The teacher may read to the class, or students can read in pairs. The ultimate goal is to
improve student reading, however, so sometimes students should FIRST read independently
followed by one of the previously stated methods.
Each resource has questions accompanying it which should be answered by the students in class.
Teachers can decide whether to do this whole class, in pairs, or in small groups. Every student,
however, should have an opportunity to ask questions and understand the resources.
Students will cite internally and create a “Works Cited” page. Citations are provided at the
end of each article. These citations are in MLA format and were created in
http://www.citelighter.com. However, upon the advice of an AP teacher, all the URLs were
taken out as she said MLA7 now makes this optional.
All documents and/or multi-media materials have been determined grade-level appropriate.
Dysart Unified School District – June 2012
Page 4
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
Suggested Timeline and Protocol for Teachers – Informative
Day 1-3
Day 4-6
Preview the benchmark with
students
Students should have a copy to begin
marking, and a copy can be shown on
the overhead.
Complete prewriting activities
This includes:
1. Graphic Organizers
Complete revision activities
1. Students will complete a peerrevision sheet.
2. Determine vocabulary needed
2. Students will use scoring rubric to
make revisions.
1. Explaining procedures.
*It is highly suggested that
students explain their thinking in
the pre-writing activities as a
support in the use of documents.
2. Analyze and discuss the prompt
for clarity. All students should be able
to explain what the prompt asks.
3. Share prerequisites of completing
a writing benchmark
● Clear and legible writing
● Completed on time
● Use blue or black ink for the
final copy
● Cite references used. Use of the
attached documents to support
writing.
4. Review expectations with holistic
rubric. Focus on 4 or 5 column. Falls
Far Below and Approaches are not
options.
5. Read and discuss Strategies for
Success.
Students begin analysis of
documents
1. Students take notes
2. Students respond to all questions
for each document in complete
sentences
3. Students must share and discuss
their findings and to add to their
notes.
● Use the “Listening and Speaking
Rubric” as a guide.
3. Thesis Statement
● Students create a thesis
statement which clearly
answers the prompt
● Students will use the frame
as a support in writing their
thesis statements.
FORMULA: Attitude + Subject +
Main Point(s)
● Teacher should check that
each student has a thesis
statement.
Complete Rough Draft
This includes:
1. Students write a rough draft
that addresses the prompt.
2. Rough draft should include at
least five paragraphs,
introduction, information with
evidence and a conclusion.
●Students should use NOT use
conversational speaking or
dialogue in their writing, such
as “ I am going to tell you
about… or I hope you like this
essay…. “
Day 7-8
Complete editing activities
This includes:
1. Students will peer-edit the rough
draft.
●Student should be checking
for: - Complete thoughts.
- Citing evidence
- Proper grammar and syntax
- Correct spelling of high
frequency words
- Correct use of academic
vocabulary.
Complete Final Copy
This includes:
1. Students complete their final copy
●Use blue or black ink
Collection Processes
This includes:
1. Final Copy only
Scoring Processes
This includes:
1. Trade with grade-level partner
2. Grade-level partner should score
without writing on Final Copies
3. Teacher will get them back and score
their own students
4. Teacher may mark on own papers
for teaching purposes
5. If scores do not match, teachers
should have a conversation and come
to a consensus
6. Benchmark grade should be used as a
writing grade in the grade book.
7. Scores should be recorded in iAssess
*All work must be done in class.
GRADES 6-8*
Dysart Unified School District – June 2012
Page 5
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
Speaking and Listening Rubric – Collaborative Conversations, Grades 6-8
SKILLS
Come to a
discussion
prepared
Follow rules
for collegial
discussions
Acknowledge
new
information
expressed by
others
Pose
questions that
connect ideas
Apply thinking
processes
6
Exceeds
4-5
Meets
2-3
Approaches
0-1
Falls Far Below
 Actively pre-reads
materials (marks text)
and researches topic
 Understands topic
 References applicable
outside sources
 Internalizes/readily
recalls information
 Respectfully listens,
interacts and poses
questions to all team
members
 Helps direct group in
reaching a conclusion
 Superior use of
time/meets goals
 Actively pre-reads
materials (marks text)
and researches topic
 Prepares topic
clarification questions
before discussion
 Refers to notes during
discussion
 Respectfully listens to
others without talking
over anyone
 Seeks others’ opinions
 Stays on task/topic
 Effective use of
time/meets goals
 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
 Listens but
occasionally speaks
out of order
 Strays from
task/topic
 Ineffective use of
time/does not meet
goals
 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
 Questions make
connections between
credible evidence,
others’ views, and
personal observations
 Questions suggest
connections between
credible evidence and
personal observations
and ideas
 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
 Questions attempt
only obvious or
limited connections
between evidence
and personal
observations
 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
 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
 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
 Questions connect
only to personal
observations or are
nonexistent
Dysart Unified School District – June 2012
 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
Page 6
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
GENERAL DIRECTIONS
You are going to take a writing test. For this test you will write an informative essay that will include
evidence taken from the reading and viewing you will do in this packet.
This is your student test packet. Carefully read the prompt below and then plan and write your rough
draft on your own paper. Your final draft will be written ONLY on the composition paper (at the end of
this packet) in blue or black ink. When you are finished writing, revising, and editing, check your work
one last time before writing your final copy. PROOFREAD your final copy.
Criteria For Final Draft:





clear and legible writing
cite references – use and cite attached documents to support writing
CREATE A “WORKS CITED” PAGE at the end of your paper
use blue/black ink
complete on time
Permitted Resources:
 dictionary
 thesaurus
 internet
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. For every document, you need to analyze 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. You will also create a “Works Cited” page.
 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.
Dysart Unified School District – June 2012
Page 7
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
EXERCISE 1:
Read and analyze the TOPIC, PROMPT, and THINK ABOUT sections.
TOPIC: It has been said that “necessity is the mother of invention.” Mankind has followed this credo
throughout history. Starting with the wheel and continuing to artificial organs, humans have invented
items to change and improve their quality of life.
PROMPT: In a five-paragraph essay, describe and evaluate three inventions that have had the
strongest impact on human life. Use the documents provided in this packet as support.
THINK ABOUT:



Think about cross-country communication before the invention of phones.
Think about the common man’s life before the invention of the cotton.
Think about the life expectancy of a person in the 1800s compared to now.

Brainstorm the positive and negative impacts of the mentioned inventions on human life.
DOCUMENT A
Notes
“Famous Inventions of 21st Century”
By hassam
One of the biggest reasons for the advancement of the human race has been its
eagerness to know, to advance, and to look for new things in every field of life.
To look for things, to make new discoveries, and to invent new things can make our
lives simpler and more comfortable.
For this reason from our very inception we,
humans, have tried to invent new things,
which is the reason that we have advanced
from living in caves to living in these
beautiful mansions with all sorts of luxuries.
20th century inventions of computer and
internet came forward and changed the
world.
Following are a few of the most famous
inventions of the 21st century.
Ginger Or Segway Transporter
Ginger is a brilliant invention created by
Dean Kamen in the year 2001. There was a
bit of mystery around this invention but once
it was demonstrated, its ability was
Dysart Unified School District – June 2012
Page 8
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
appreciated world wide.
Notes
The segway transporter is an electric power transportation machine. It is basically a
personal human transporter; it uses five gyroscopes and a built in computer. The
segway can move at a speed of 12mph and it has no brakes. The speed and the
directions can be controlled manually by the rider shifting weight and with the help of
handlebars.
So far the public demonstrations have shown that the segway can easily travel
through grass, pavement and minute obstacles. Sensors in the segway control the
movement. When the person moves forward, the sensors detect the motion of the
rider and thus enable the segway to move forward; and if the rider pushes backwards,
it moves backwards. One battery costs 10 cents and lasts for almost about 15 miles so
the fuel for the machine is very affordable.
Artificial Heart
The pumping organ, or the heart, is one of
the most precious gifts of God. At first there
was no replacement to it but the first ever
artificial heart was approved by the FDA in
2004.
It is made of plastic and titanium and is
able to self maintain. The artificial heart
has already done many miracles.
There have been some cases when people
were declared too ill by the doctors for a heart transplant, but an artificial heart did
wonders for them. This invention has proved to be ground breaking in the field of
medical science and was named Time’s invention of the year.
Artificial Liver
One of the most important and complex organs of the human body is the liver. The
liver removes the toxins from the blood and manufactures great amount of proteins,
and also plays a part in metabolism.
The device to replace an original damaged liver is now in its final stages. This artificial
liver is used as a bridge for the liver transplant with as much minimal chances of liver
failure as possible.
In some cases it is used to give the damaged liver sufficient time to team which may
result in eliminating the need of a liver transplant altogether.
iPod
Dysart Unified School District – June 2012
Page 9
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
We are living in a modern 21st
century Smart Phone world.
The iPod is a portable media
player which was first
launched in the year 2001. But
since its inception, it has
revolutionized the world of
modern gadgets.
Notes
High storage media devices
became a cheap possibility
after development of cheap and compact hard drives, with huge capacities. Apple
made its first move by introducing its media player that could store a whole library of
songs. Later more versions were introduced, including the touch screen version called
iPod Touch.
It’s a sleek design, and the way it was marketed made it a huge success.
iPhone
The first ever iPhone hit the market in the year 2007. Although smart phones have
already been in the market, there are many
companies which have their own smart phones with
unique capabilities. But we know the term smart
phone more from the iPhone, which is a brand of
Apple Inc.
Today mobiles and handheld phones have become
our personal hand held computers. It can be further
projected that this technology will further progress
and in the years to come, we will see computers and
smart phones at an entirely new level.
Large Hadron Collider
It is possibly one of the greatest scientific
inventions of modern times. It really more
of an extremely high tech engineering feat
which was achieved in the year 2008 when
proton beams were successfully circulated
for the first time.
By building such a large collider, scientists
are aiming to unlock many mysteries of
science and our universe which will open
new doors for many more discoveries and
inventions. The LHC is 27 km in circumference and buried 175 km beneath the
Dysart Unified School District – June 2012
Page 10
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
Franco-Swiss border.
Notes
http://hassam.hubpages.com/hub/Famous-Inventions-Of-21st-Century
RESPOND TO THESE QUESTIONS:
1. Identify the text features in the article and explain their purposes.
Graphic Aids (pictures) of inventions help with comprehension and
interest level.
Subheadings help to organize the article.
2. Locate five facts and five opinions within the article. Explain the differences
between facts and opinions.
Facts:
Artificial heart approved by the FDA in 2004.
The heart is made of plastic and titanium.
First iPhone hit the market in 2007.
Battery costs $.15 and lasts for almost 15 miles.
The Segway Transporter is an electric power transportation machine.
Opinions:
Ginger is a brilliant invention.
Its ability was appreciated worldwide.
(It) makes our lives simpler.
(The iPod) is a sleek design.
The liver is one of the most important and complex organs in the human
body.
3. What is the author’s purpose for writing this article?
The purpose is to inform readers and describe the different inventions and
what they have done to help society.
4. Of the inventions described in this article, which is the best and why?
Support your opinion with text evidence.
*Answers will vary
Work Cited:
“Famous Inventions Of 21st Century.” Famous Inventions Of 21st Century. n.p.,
n.d. Web. 14 June 2012.
Citation: ("Famous Inventions Of 21st Century")
Dysart Unified School District – June 2012
Page 11
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
DOCUMENT B:
“Eli Whitney's Patent for the Cotton Gin”
Notes
Background
Eli Whitney and the Need for an Invention
As Eli Whitney left New England and headed South in 1792, he had no idea that within the next seven
months he would invent a machine that would profoundly alter the course of American history. A recent
graduate of Yale, Whitney had given some thought to becoming a lawyer. But, like many college
graduates of today, he had debts to repay first and needed a job. Reluctantly, he left his native
Massachusetts to assume the position of private tutor on a plantation in Georgia.
There Whitney quickly learned that Southern planters were in desperate need of a way to make the
growing of cotton profitable. Long-staple cotton, which was easy to separate from its seeds, could be
grown only along the coast. The one variety that grew inland had sticky green seeds that were timeconsuming to pick out of the fluffy white cotton bolls. Whitney was encouraged to find a solution to this
problem by his employer, Catherine Greene, whose support, both moral and financial were critical to this
effort. At stake was the success of cotton planting throughout the South, especially important at a time
when tobacco was declining in profit due to over-supply and soil exhaustion.
Whitney knew that if he could invent such a machine, he could apply to the federal government for a
patent. If granted, he would have exclusive rights to his invention for 14 years (today it is 20 years), and
he could hope to reap a handsome profit from it.
The Constitution and Patent Law
In Article I, Section 8, Clause 8 , the Constitution empowers Congress "To promote the progress of
science and useful arts by securing for limited times to authors and inventors the exclusive right to their
respective writings and discoveries." Patent law must carefully balance the rights of the inventor to profit
from his or her invention (through the grant of a temporary monopoly) against the needs of society at
large to benefit from new ideas.
The patent bill of 1790 enabled the government to patent "any useful art, manufacture, engine, machine,
or device, or any instrument thereon not before known or used." The patent act of 1793 gave the
secretary of state the power to issue a patent to anyone who presented working drawings, a written
description, a model, and paid an application fee. Over time the requirements and procedures have
changed. Today the U.S. Patent and Trademark Office is under the auspices of the Commerce Department.
Eli Whitney Patents His Cotton Gin
In hopes of making a patentable machine, Whitney put aside his plans to study law and instead tinkered
throughout the winter and spring in a secret workshop provided by Catherine Greene. Within months he
created the cotton gin. A small gin could be hand-cranked; larger versions could be harnessed to a horse
or driven by water power. "One man and a horse will do more than fifty men with the old machines,"
wrote Whitney to his father. . . . "Tis generally said by those who know anything about it, that I shall make
a Fortune by it."
But patenting an invention and making a profit from it are two different things. After considering
possible options, Whitney and his business partner, Phineas Miller, opted to produce as many gins as
possible, install them throughout Georgia and the South, and charge farmers a fee for doing the ginning
for them. Their charge was two-fifths of the profit -- paid to them in cotton itself.
And here, all their troubles began. Farmers throughout Georgia resented having to go to Whitney's gins
where they had to pay what they regarded as an exorbitant tax. Instead planters began making their own
versions of Whitney's gin and claiming they were "new" inventions. Miller brought costly suits against
the owners of these pirated versions but because of a loophole in the wording of the 1793 patent act,
Dysart Unified School District – June 2012
Page 12
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
they were unable to win any suits until 1800, when the law was changed.
Notes
Struggling to make a profit and mired in legal battles, the partners finally agreed to license gins at a
reasonable price. In 1802 South Carolina agreed to purchase Whitney's patent right for $50,000 but
delayed in paying it. The partners also arranged to sell the patent rights to North Carolina and Tennessee.
By the time even the Georgia courts recognized the wrongs done to Whitney, only one year of his patent
remained. In 1808 and again in 1812 he humbly petitioned Congress for a renewal of his patent.
The Effects of the Cotton Gin
After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand
was fueled by other inventions of the Industrial Revolution, such as the machines to spin and weave it
and the steamboat to transport it. By midcentury America was growing three-quarters of the world's
supply of cotton, most of it shipped to England or New England where it was manufactured into cloth.
During this time tobacco fell in value, rice exports at best stayed steady, and sugar began to thrive, but
only in Louisiana. At midcentury the South provided three-fifths of America's exports -- most of it in
cotton.
However, like many inventors, Whitney (who died in 1825) could not have foreseen the ways in which
his invention would change society for the worse. The most significant of these was the growth of
slavery. While it was true that the cotton gin reduced the labor of removing seeds, it did not reduce the
need for slaves to grow and pick the cotton. In fact, the opposite occurred. Cotton growing became so
profitable for the planters that it greatly increased their demand for both land and slave labor. In 1790
there were six slave states; in 1860 there were 15. From 1790 until Congress banned the importation of
slaves from Africa in 1808, Southerners imported 80,000 Africans. By 1860 approximately one in three
Southerners was a slave.
Because of the cotton gin, slaves now labored on ever-larger plantations where work was more
regimented and relentless. As large plantations spread into the Southwest, the price of slaves and land
inhibited the growth of cities and industries. In the 1850s seven-eighths of all immigrants settled in the
North, where they found 72% of the nation's manufacturing capacity. The growth of the "peculiar
institution" was affecting many aspects of Southern life.
Epilogue
While Eli Whitney is best remembered as the inventor of the cotton gin, it is often forgotten that he was
also the father of the mass production method. In 1798 he figured out how to manufacture muskets by
machine so that the parts were interchangeable. It was as a manufacturer of muskets that Whitney finally
became rich. If his genius led King Cotton to triumph in the South, it also created the technology with
which the North won the Civil War.
RESPOND TO THESE QUESTIONS:
1. Identify the text features in the article and explain their purposes.
Title, subheadings guide the reader to specific information; helps with
note-taking.
*Answers may vary – discuss
2. List and describe positive and negative outcomes of the invention of the
cotton gin.
Possible answers:
Positive: yield of cotton doubled each decade after 1800; increased demand
for land; Negative: increased slavery (went from 6 to 15 slave states);
inhibited growth of cities.
Dysart Unified School District – June 2012
Page 13
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
3. What is a US Patent, and what is the purpose?
Notes
It is a government protection to an inventor’s rights for a certain amount of
time. No one can steal their invention.
4. How did the writer develop their ideas within the article?





organization: Written in chronological order
separated by main ideas with subheadings.
fully explained ideas before moving on to the next
word enhanced imagery and overall meaning of the piece
varied sentence structure
Work Cited:
“Teaching With Documents: Eli Whitney's Patent for the Cotton Gin.” Eli
Whitney's Patent for the Cotton Gin. n.p., n.d. Web. 14 June 2012.
Citation:
("Teaching With Documents: Eli Whitney's Patent for the Cotton Gin")
DOCUMENT C
“Inspired Inventions”
By Gautam Sen
A flying kite inspired man for a flight a dragonfly instilled helicopter;
a rainbow aroused a painter's delight,
mountains converted man into sculptor.
A shooting star infused a rocket's flight
with speed of a comet added to it.
As dazzled all o'er with lightning at night electricity made dark nights moonlit.
Concepts from myths did never get ignored;
Sun's chariot forced the thought of a deal
into many primitive hearts that soared so power of a horse was put to a wheel,
Great Masterminds with deep inner notions
unveiled clues before their intrusive eyes;
with their inventions and innovations
they fetched modern science a smiling sunrise.
Dysart Unified School District – June 2012
Page 14
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
RESPOND TO THESE QUESTION:
Notes
1. Summarize the meaning of this poem. How does it relate to the prompt?
Possible answer: Inventions are generated by everyday men and women.
These inventions make the world a better place for all.
Work Cited:
“Inspired Inventions.” Inspired Inventions - Gautam Sen. n.p., n.d. Web. 14 June
2012.
Citation: ("Inspired Inventions")
DOCUMENT D:
http://videos.howstuffworks.com/history/invention-videos-playlist.htm#video-29096
television video
1. How did Farnsworth’s invention change our world?
*Answers will vary:
Possible answer: changed communication for the better (news,
information, marketing and eventually leisure time).
2. What is the difference between a primary and a secondary source? How
does the interview of Farnsworth’s wife add to your understanding?
Primary Source: first person account of an event
Secondary Source: information that is derivative (second hand: use
examples and describe)
The interview personalizes the story, clarifies his thought processes, and
makes it real for the viewer.
3. What kind of character traits are required to create a revolutionary
invention?
*Answers will vary: perseverance, dedication, hard-work, creative,
innovative, risk-taking, etc.
Work Cited:
“HowStuffWorks Videos "Invention Videos".” HowStuffWorks Videos "Invention
Videos". Videos, n.d. Web. 14 June 2012.
Citation: ("HowStuffWorks Videos "Invention Videos"")
Dysart Unified School District – June 2012
Page 15
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
EXERCISE 3:
Carefully re-read the prompt and your notes. Now brainstorm some ideas, or draw your own preplanning/thinking sheet here:
EXERCISE 4:
Planning Your Writing – Choose either graphic organizer A or B to plan and organize your essay.
Be sure to include citations here so you don’t forget them!
EXERCISE 5:
First Draft: Now that you have organized your thoughts and planned your essay, begin your first draft on
YOUR OWN paper. DO NOT FORGET YOUR CITATIONS!
Official Scoring Guide: Arizona’s Instrument to Measure Standards
HOLISTIC RUBRIC BASED ON SIX TRAITS OF WRITING
SCORE POINT 6
Response is sophisticated and skillful in written
communication, demonstrated by
 exceptional clarity, focus, and control in topic
development and organization that often show
insight.
 in-depth and/or creative exploration of the
topic using rich, relevant, and credible details.
 a strong, perhaps creative, beginning and a
satisfying conclusion.
 specifically and carefully chosen words that
are skillfully crafted into phrases and
sentences that enhance meaning.
 intentional and committed interaction
between the writer and the reader.
 effective and/or creative use of a wide range of
conventions with few errors.
SCORE POINT 5
Response is excellent and skillful in written
communication, demonstrated by
 clarity, focus, and control in topic development
and organization.
 a balanced and thorough exploration of the
topic using relevant details.
 an inviting beginning and a satisfying sense of
closure.
 a broad range of carefully chosen words
crafted into varied sentences that sound
natural.
 awareness of the reader and commitment to
the audience and topic.
 effective use of a wide range of conventions
with few errors.
EXERCISE 6:
Peer-review trade
EXERCISE 7:
Self-review and edit
Dysart Unified School District – June 2012
Page 16
GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions
EXERCISE 8:
Clearly and legibly write your final draft on the attached final draft paper in blue or black ink; check to
ensure you have cited the source items.
Criteria for the Final Draft:





clear and legible writing
cite references – use and cite attached documents to support writing
CREATE A “WORKS CITED” PAGE at the end of your paper
use blue/black ink (add paper as needed)
complete on time
To submit your final draft:
1. Take the cover page off the front of this packet and your final draft from the back of the packet.
2. Staple the cover page to your final draft.
3. Turn in the final to your teacher.
SCORING PROTOCOL – To the Teacher
1. Collect final drafts from students.
2. You will use the official Holistic Rubric posted on iPLAN under Writing Resources. While the Holistic
Rubric has a code for non-scorable* papers, you are cautioned not to give an “off-topic” designation unless
there is absolutely no evidence that the student either read the prompt or wrote to the prompt.
3. A fellow grade-level teacher should score your set of papers first WITHOUT marking on them.
4. Secondly, you should score and mark-up tests as you would for teaching and giving feedback to your
students.
5. If the score for a paper is within one (1) point for the two scorers, the lower score should be recorded in
iASSESS.
6. If the score for a paper is not within one (1) point after being scored twice on the Holistic Rubric, a
conversation should occur between you and your colleague to discuss the difference of scores for interrater reliability. Try to come to an agreement or at least within one point (see above).
7. Scores must be entered into iASSESS and into your grade book. Grade book scores can reflect normal
classroom grading practices.
8. After students have had an opportunity to review your remarks or you have had time to conference with
students about their papers, tests should be collected and stored for possible random sampling by the
district.
9. If a sample is called for, it will be in May before students leave. If you have not been asked to submit a
sample before students leave, you will be asked to turn them in for shredding.
* Condition codes for non-scored papers: blank = A; illegible = B; non-English = C; and; and off-topic = D
Dysart Unified School District – June 2012
Page 17