Western Civilization: Development of the Twentieth Century
Portfolio Entry 4: A Four Paragraph Analytical Essay
This portfolio entry is a part of the assessment for Unit VI “ The Development of the Middle East Since
1919” and/or Unit VII “The Chinese Revolutions of the Twentieth Century.”
Objectives
Beginning
1
1. Develop a
thesis as a guide
to the essay, i.e.,
a statement
expressing the
context (time
period), taking a
stand on an
issue, and
introducing the
body
paragraphs.
2. Describe
specific
historical
evidence for the
thesis in the
body
paragraphs.
The main idea is
not clear, or the
essay does not
express a
judgement.
3. Express ideas
precisely and
clearly in proper
grammatical
form.
The essay
contains an
excessive
number of
errors in
grammar and
English
language
conventions that
detract from the
essay.
There is no clear
conclusion or
summary.
4. Develop a
conclusion that
summarizes the
thesis and its
importance.
The evidence in
the body
paragraphs is
historically
inaccurate or
there is no
specific
evidence.
Developing
Accomplished
3
Exemplary
4
The thesis is
clearly on topic;
it expresses a
judgement by
the writer; and it
introduces the
sub-topics, i.e.,
the topics of the
body
paragraphs.
The thesis is
clearly on topic; it
expresses a
judgement by the
writer; it
introduces the subtopics; it sets the
historical context.
Each of the two
body
paragraphs
contains at least
one piece of
historically
accurate
evidence; the
way in which
the evidence
supports the
sub-argument is
explained.
The essay
contains several
errors in
grammar and
English
language
conventions that
detract from the
essay.
Each of the two
body paragraphs
contains at least
two pieces of
historically
accurate
evidence; the
way in which
each piece of
evidence
supports the
sub-argument is
explained.
The essay
contains few
errors in
grammar and
English
language
conventions.
The errors do
not detract from
the essay.
Each of the two
body paragraphs
contains at least
three pieces of
historically
accurate evidence;
the way in which
each piece of
evidence supports
the sub-argument
is explained; the
evidence is well
organized.
The essay contains
very few errors in
grammar and
conventions. The
word choice,
sentence structure,
and organization is
clearly crafted.
The conclusion
includes a
summary of the
main point of
the essay.
The conclusion
includes a
summary of the
main point and
expresses the
significance of
the thesis.
The conclusion
includes a
summary of the
main point and
expresses the
connection to an
understanding of
other historical
situations or to
contemporary
policies/situations.
2
The thesis is
clearly on topic,
and it expresses
a judgement
made by the
writer of the
essay.
Score
Parameters for Portfolio Assessment 4: A Four Paragraph Analytical Essay
1. The classroom teacher will choose two-three prompts from the following list for this assessment and
require the students to choose one prompt to be answered in a four-paragraph analytical essay in which
the student make a decision and defends it based on the material studied in the course.

Why is it difficult to draw a boundary creating two countries, one for the Israelis and one for the
Palestinians?

Which of the following factors is the more important cause of the tension and violence in the
Middle East—religion or nationalism?

Which of the following groups should govern and control the city of Jerusalem?
Israelis
Palestinians
The United Nations (In other words, it would be governed as an international city.)

Why does Jerusalem seem to divide peoples? OR Does the city of Jerusalem create divisions
among people?

What is the main reason the Iraqis are having difficulty organizing a unified country?

On a scale of 1-5 how likely is Iraq to create a democratic system in the next few months or years?

Why did the Chinese Communist Party win the fight with the Nationalists for control of China in
1949?

On a scale of 1-5 rate Mao Zedong as a leader.

Why did the Chinese communist system fail to live up to Mao’s goals of destroying capitalism
and creating a cooperative society?

Who should be blamed the most for the brutality of the Cultural Revolution—Mao Zedong, the
leader, or the people such as the Red Guards who arrested and abused people?
2. The classroom teacher will NOT use any of the assessment prompts listed above for classroom practice
before the assessment. The question must be fresh for the students when they write this portfolio
assessment.
Similar questions may be used for practice and for discussion.
3. This portfolio assessment is to be given in class as individual work. It is an open note assessment, but
students may use only their own binders. Binder notes may not be shared during the assessment.
4. The students are to write an outline and a rough draft on one day in class and hand their papers in to
the teacher. The next day the students are to write a final draft of the essay using their work from the
first day.
5. Students may use a dictionary and a thesaurus for this assessment.