Name___________________________________Date______________Period_____Due Date______________
AMERICAN IMPERIALISM
An Argumentative Essay
VOTE F
__________________________________________________________________________________________
HE DEMOCRATS IN 2012!
Background: In the late 1800s the United States took a turn away from its belief in isolationism. At this time
the United States found itself involved in a war with Spain. Additionally, sugar created American interest in the
island kingdom of Hawaii. As a result of these wars and sugar interests the United States became involved with
new territories like Cuba, Guam, Philippines, Puerto Rico and Hawaii, in some cases facilitating independence
and or positive changes for the people who lived there; in some cases, not.
Directions: Write a 5 paragraph essay (using the format below) that answers the following question:
Did the actions of the United States around the turn of the twentieth century have a positive or negative
effect on native people around the world?
Your Research Paper Must…
□ Be 3-5 pages typed (size 12, times new roman, double spaced) & edited for grade appropriate grammar,
spelling and punctuation.
□ Be based on research from your notes, the sources provided and ONE independent source.
□ Contain the following research-related requirements
o In text citations (explaining where information in your paper came from)
o A Works Cited page (this is like a bibliography)
□ Contain a Thesis Statement (as the last sentence of the introduction paragraph) that answers your research
question
□ Follow the requirements on the writing tips page of this packet in order to make sure proper grade level
writing requirements are being met.
□ Follow the basic argumentative essay paragraph structure/organization below
o (¶ 1)
Introduction Paragraph: (see Thesis & Introduction Paragraph)
o (¶ 2)
Body Paragraph 1 (your main argument)
o (¶ 3)
Body Paragraph 2 (counterargument – an argument against your main argument)
o (¶ 4)
Body Paragraph 3 (rebuttal – an argument against the counterargument)
o (¶ 5)
Conclusion Paragraph: (see Conclusion Paragraph)
FINDING SOURCES
How do I find sources?
US History is a widely studied topic and there are many sources at your disposal. The list below is a way to help
you find sources and decide if they are of high enough quality to include in your research. Remember you will
need AT LEAST ONE good sources (besides your notes and the sources provided to you) to get full credit!
1. Go to the library and check out a book! There are many books about the topics I have outlines above even in
out local high school library. Obviously the Hawaii public libraries are also available. Remember: a REAL
encyclopedia (not Wikipedia) can be considered a source) but make sure the information is valuable to your
research question.
2. Use a database subscribed to by Radford High School to find quality information. Follow the steps below to
search with American History Online - an article database subscribed to by Radford H.S.
1. Go to the Radford High School Website…
2. Select Academics and then RHS library…
3. Click the tab “online databases for your research”
4. Select “American History Online… USERNAME & PASSWORD: radfordhs
5. Search for words related to your topic – ask me for help with deciding on words to search…
6. Copy works cited information down from the sources you wish to use as well as the main ideas you wish
to use from them à Click “citation” at the top of the article for MLA format of source citation.
3. Go on the internet for quality websites and articles. See the list below to determine if an article or website
can help you.
A good quality source should…
1.
2.
3.
4.
5.
Not be Wikipedia.
Cover your topic comprehensively.
Be understandable to you.
Show the date the material was created or revised.
Have works cited information like…
a. Date created
b. Author
c. Publishing company (if applicable)
6. Not have any suspicious spelling and grammar errors
7. Have a works cited page/ bibliography of its own.
8. Have a domain name that ends in .gov or .edu (if it’s a website)
9. Have an author that is qualified to be writing historical information.
10. Not have too much bias/should give both sides of a story.
11. Not be found on a radical/hate group’s website.
12. Make it easy to determine opinions from facts.
If you feel an internet source meets most of these standards AND you can use it to answer the research question
you have made, than it is a good source to use (print it out) or make a note of it somehow and read on.
NOTE: A good tip when using google to search for good sources is to put the word “article” after the topic.
This way you will be hopefully looking at mostly articles instead of bad sources.
WORKS CITED FORMATS & EXAMPLES
Please use the following formats and examples to create a works cited page for your essay. A works cited page
is like a bibliography but it contains all work that influenced you writing. Remember: your works cited page
should be in alphabetical order by author AND if you are using your notes you should cite your textbook
because information from your notes comes from there.
BOOK
-Format of Works Cited Page:
Author's last name, first name. Book title. City of publication: Publishing company, publication date.
-Example of Works Cited Page Entry - this is how it would look on your works cited page!
Danzer, Gerald A. The Americans. Evanston, IL: McDougal Littell, 2005
-Citation Format:
At end of factual sentence based on research (Author, page #)
-Citation Example - This is how it would look in the text of your essay!
The Hawaiian economy benefitted from a treaty with the United States (Danzer, p1)
ARTICLE FROM NEWSPAPER, MAGAZINE, OR INTERNET
-Format of Works Cited Page:
Author's last name, first name. "Article title." Periodical title Volume # Date: inclusive pages.
-Example of Works Cited Page Entry - this is how it would look on your works cited page!
Trillin, Calvin. "Culture Shopping." New Yorker 15 Feb. 1993: 48-51.
-Citation Format:
At end of factual sentence based on research (Author page #)
-Citation Example - This is how it would look in the text of your essay!
Shopping is now considered the most popular activity in America (Trillin p. 49).
INTERNET WEBSITE
-Format of Works Cited Page:
Author's last name, first name (if available). "Title of work within a project or database." Title of site, project, or
database. Editor (if available). Electronic publication information (Date of publication or of the latest update, and
name of any sponsoring institution or organization). Date of access and <full URL>.
-Example of Works Cited Page Entry - this is how it would look on your works cited page!
Devitt, Terry. "Lightning injures four at music festival." Explanations of Nature. 2 Aug. 2001. 23 Jan. 2002
<http://whyfiles.org/137lightning/index.html>.
-Citation Format:
At end of factual sentence based on research (Author) - If no author just put the website.
-Citation Example - This is how it would look in the text of your essay!
Most of the victims at the festival took four months to recover (Devitt). If no author… (whyflies.org)
DON’T FORGET!
-If you are using ANY information from your notes you should cite the textbook. The information needed
to cite the text book can be found in the examples for citing a book above next to the special sun symbol
WORKS CITED ROUGH DRAFT
A works cited page is like a bibliography but it contains all work that influenced you writing. Remember: your
works cited page should be in alphabetical order by author’s last name AND if you are using your notes you
should cite your textbook because information from your notes comes from there.
You must have at least 4 entries (but should probably have more) including ONE source you find, your
textbook, and other sources given to you in class.
1. .
2. .
3. .
4. .
5. .
6. .
7. .
8. .
PRE-WRITING OUTLINE
Introduction Paragraph – Includes hook, background info and thesis
Hook/Grabber:
Background Information:
1
Introduction does not
contain background
information introducing
topic
2
Introduction contains
background information
on topic, but does not
have a hook.
3
Introduction contains some
background information on
topic and a hook.
2
Thesis is a single
sentence, but not a claim
that can be argued for or
against.
3
Thesis is a single
sentence that makes a
claim that relates to the
research question.
4
Introduction contains a
quality amount of
background information on
topic and a high quality hook
Thesis Statement:
1
Attempt at thesis is
multiple sentences or does
not introduce a claim.
4
Thesis is a single sentence that
makes a powerful claim which
directly answers the research
question, including times your
overall argument is true and not
true, using words like MOST(LY)
and FEW/LESS.
Example 1: During the 1920s, the United States government mostly followed the standards set by the founding
fathers, although in a few cases the government strayed away from the values early American leaders hoped
would guide our country.
Example 2: President Woodrow Wilson usually strayed from the values of early American leaders during his
Presidency, only living up to the standards set by the founding fathers on limited occasions.
BP 1 - Main Argument - Explain the facts that best back up the “most/usually” part of your thesis statement.
How does your topic either mostly stray from or mostly meet the standards of the founding fathers?
Topic Sentence:
1
Sentence does not introduce
an argument
2
Sentence introduces the
topic/argument, but does not
relate to the thesis.
3
Sentence introduces the
argument and relates to the
thesis but it is either too vague
or too specific.
4
Sentence smoothly and clearly
introduces the argument that will
be made in the paragraph and
connects it to the thesis. It is
NOT too vague and NOT too
specific.
Evidence supporting your thesis statement for body paragraph 1.
Summary of Important Idea 1:
Citation: (
)
Citation: (
)
Citation: (
)
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 2:
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 3:
How does this fact support your topic sentence/thesis statement? This shows that…
1
2
3
4
Not even one quality piece
of evidence is chosen or
evidence is not
parenthetically cited
Only Contains 2 relevant
pieces of evidence with
parenthetical citations OR
Does not explain
thoroughly how the facts
support the topic sentence
or thesis.
Only Contains 2 relevant pieces of
evidence with parenthetical
citations BUT DOES explain
thoroughly how the facts support
the topic sentence or thesis.
Contains 3 relevant (related to
topic sentence) and well
summarized pieces of evidence
with parenthetical citations
AND DOES explain thoroughly
how the facts support the topic
sentence or thesis.
BP 2 – Counterargument – Explain the facts that best back up the “few/less” part of your thesis.
Topic Sentence:
1
Sentence does not introduce
an argument
2
Sentence introduces the
topic/argument, but does not
relate to the thesis.
3
Sentence introduces the
argument and relates to the
thesis but it is either too vague
or too specific.
4
Sentence smoothly and clearly
introduces the argument that will
be made in the paragraph and
connects it to the thesis. It is
NOT too vague and NOT too
specific.
Evidence supporting your thesis statement for body paragraph 2.
Summary of Important Idea 1:
Citation: (
)
Citation: (
)
Citation: (
)
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 2:
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 3:
How does this fact support your topic sentence/thesis statement? This shows that…
1
2
3
4
Not even one quality piece
of evidence is chosen or
evidence is not
parenthetically cited
Only Contains 2 relevant
pieces of evidence with
parenthetical citations OR
Does not explain
thoroughly how the facts
support the topic sentence
or thesis.
Only Contains 2 relevant pieces of
evidence with parenthetical
citations BUT DOES explain
thoroughly how the facts support
the topic sentence or thesis.
Contains 3 relevant (related to
topic sentence) and well
summarized pieces of evidence
with parenthetical citations
AND DOES explain thoroughly
how the facts support the topic
sentence or thesis.
BP 3 – Rebuttle – Respond to BP#2 by providing MORE examples of facts the back up the “most/usually” part of your thesis.
Topic Sentence:
1
Sentence does not introduce
an argument
2
Sentence introduces the
topic/argument, but does not
relate to the thesis.
3
Sentence introduces the
argument and relates to the
thesis but it is either too vague
or too specific.
4
Sentence smoothly and clearly
introduces the argument that will
be made in the paragraph and
connects it to the thesis. It is
NOT too vague and NOT too
specific.
Evidence supporting your thesis statement for body paragraph 3.
Summary of Important Idea 1:
Citation: (
)
Citation: (
)
Citation: (
)
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 2:
How does this fact support your topic sentence/thesis statement? This shows that…
Summary of Important Idea 3:
How does this fact support your topic sentence/thesis statement? This shows that…
1
2
3
4
Not even one quality piece
of evidence is chosen or
evidence is not
parenthetically cited
Only Contains 2 relevant
pieces of evidence with
parenthetical citations OR
Does not explain
thoroughly how the facts
support the topic sentence
or thesis.
Only Contains 2 relevant pieces of
evidence with parenthetical
citations BUT DOES explain
thoroughly how the facts support
the topic sentence or thesis.
Contains 3 relevant (related to
topic sentence) and well
summarized pieces of evidence
with parenthetical citations AND
DOES explain thoroughly how
the facts support the topic
sentence or thesis.
Conclusion – Restate your thesis in a new way, summarize main arguments and answer “So what?”
Restated thesis statement:
Summarize main arguments from both sides. What are your main arguments, from body paragraphs ONE, TWO, and
THREE? Give your reader one last reminder of your main points.
Make a connection between past and present! Why does it matter that we learn about your topic? What do these events
have to do with our lives today? Why does it matter to correctly understand the answer to the research question?
1
Conclusion does not
contain restated thesis.
2
Thesis is poorly
rephrased OR little or
no arguments are
summarized OR no
connections to present.
3
Conclusion contains well
rephrased thesis and contains
some summarized arguments
and connections to present.
4
Conclusion contains well
rephrased thesis, contains
thorough, well summarized
arguments and insightful
connections to present.
Overall Comments
After someone has read over your prewriting outline they should fill in the section below with general
comments (both positive and negative) about your research project overall (use the rubrics whenever possible to
guide your comments)
WRITING TIPS
Below is a rubric which shows the writing standards for Social Studies for your grade. Please use them as well
as the rubric that follows to create the best possible essay that you can.
I will use the guidelines below to help decide your score in each categories of your rubric that applies.
Requirements
In addition to level 3 descriptors, the student demonstrates in-depth inferences
and applications that go beyond what was taught.
In addition to level 3 descriptors, partial success at score 4 (e.g, begins to go
above and beyond content taught).
The student will write grade-appropriate arguments to support claims in
an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence:
•Introduce precise, knowledgeable claims, establish the significance of the
claims, distinguish the claims from alternate or opposing claims, and create an
organization that logically sequences claims, counterclaims, reasons, and
evidence.
•Develop claims and counter claims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level, concerns,
values, and possible biases.
•Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claims and reasons, between reasons and evidence, and between claims and
counterclaims.
•Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
•Provide a concluding statement or section that follows from and supports the
argument presented.
•The student will recognize or recall specific content-specific vocabulary, but
is lacking in identifying claims or a thesis, elaboration of examples, providing
relevant evidence and support, and providing patterns of logical sequence in
their argument.
•Even with help, no success at level 2 or 3.
•Assignment may be missing or largely incomplete.
Rating/Level
Exceptional - Level 4
Above Average - Level 3.5
Average - Level 3
Weak - Level 2
Minimal/Missing - Level 1/0
Criteria
Neatness,
Editing,
Format
Introduction,
Thesis,
Conclusion
Content
Knowledge,
Body
Paragraphs
TOTAL
Requirements
oPaper has CREATIVE title
oPaper must have 5 paragraphs
oEach paragraph must be 5-8 sentences
oEssay must be typed
oTimes new Roman
oSize 12
oDouble Spaced
oName/Date/Period in top right corner
oProper editing completed
-Spelling-Grammar -Punctuation
o SEE WRITING TIPS FOR MORE INFO!
oIntro should have grabber
oIntro has sufficient background info
oIntro should end with QUALITY thesis
oConcl. restates main arguments on both sides
oConclusion has restatement of thesis
oConclusion answers questions like
“Why does this matter?”
o SEE WRITING TIPS FOR MORE INFO!
oBody paragraphs have quality topic
sentences
oBody paragraphs have 3 purposeful
facts (properly cited) from the notes.
oFacts show solid understanding of events.
oAnalysis provides commentary for facts and
explains how the facts chosen support thesis
and topic sentences.
oBody paragraphs have explanations and
transition sentences that give connection
between facts, other facts as well as and
thesis/topic sentences
oBody paragraph 1 - main argument
oBody paragraph 2 – counterargument
oBody paragraph 3 - rebuttal to BP #2
oEssay has quality works cited page
oAt least 4 total sources
oAt least one out of class quality source
o SEE WRITING TIPS FOR MORE INFO!
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Points
Possible
10
10
30
50
Points
Awarded
Comments