THESIS STATEMENTS:
Civil War Research Report
The THESIS STATEMENT is the most
important conclusion you drew from your
research.
The THESIS STATEMENT is placed at the
END of the introductory paragraph.
The THESIS STATEMENT must be ARGUABLE,
which means it is an OPINION that you will
support with your research details.
The THESIS STATEMENT must NOT be just a
statement of fact.
You cannot argue a fact!
FACT: The Battle of Gettysburg was fought in 1863.
THESIS: The Confederate loss at the Battle of Gettysburg was
due to the poor placement of cavalry troops.
What is wrong with this thesis?
• The tough frontier schools did
not prepare students for life, as
do the schools of today.
• The student did not research
modern schools to be able to make
such a comparison.
What is wrong with this thesis?
• The Civil War engineers built
forts and roads, and they were
responsible for the defense of the
Union capital, Washington, D.C.
• Statements of fact—nothing to prove!
What is wrong with this thesis?
• Even though there were many
differences between Northern
and Southern songs during the
Civil War, there were also
similarities.
• AVOID wording that says there are
“similarities and differences”. ALL
things are alike AND different!
– Be insightful!
What is wrong with this thesis?
• The large, farm-like areas, called
plantations that existed in the South
contributed to many of the later
events, such as the Civil War and the
decline of slavery that were to come.
• Definitions (plantations) go in the
background information, if needed. Say
HOW plantations contributed to the decline
of slavery.
What is wrong with this thesis?
• Uniforms during the Civil War had
many different parts, details, and
regulations that the soldiers had to
follow that made their uniforms
unique and different from any before.
• Too general and confusing: What made the
uniforms unique? How does a uniform have
“regulations”? How would they “follow” a detail?
Unique and different mean the same thing—
tautology.
•
Be SPECIFIC and clear!
What is wrong with this thesis?
• For the average civilian-turned-soldier on
either side, playing the pawn was a
seemingly endless ordeal with exhausting
days and far-from-perfect conditions; in
addition to that, there was the everpresent challenge of dealing with the
morality issues, the tedium, and above all,
the nostalgia.
• Say WHAT???? Be clear and
concise.
What is wrong with this thesis?
• If Pickett’s Charge had not been such
a dismal failure, the Confederates
would have won the Battle of
Gettysburg.
• AVOID “IF” STATEMENTS—you have to
be able to PROVE your thesis, and you
cannot prove something that DID NOT
HAPPEN.
What is wrong with this thesis?
• Transportation played an
important role in a person’s daily
life, mainly because of its many
methods.
• Needs more insight. You can say this about
almost anything: “Food played an important
role….” Focus on changes in transportation,
technological innovations, or categorization
of major types of transportation.
What is wrong with this thesis?
• Infantry weapons during the
Civil War were very effective.
• While this thesis statement is
arguable, it is far too general.
What specifically made these
weapons effective?
What is wrong with this thesis?
• The battle of Chancellorsville had a
beginning and ending, timeline of
things that happened each day, and
the death of Thomas “Stonewall”
Jackson.
• This sentence does not draw a specific
conclusion about the BATTLE (the topic).
The first two items can be said about
ANY battle, and the third item that
Jackson died is a fact.
ARE YOU READY FOR
SOME GOOD THESIS
STATEMENTS?
What is GOOD about this thesis?
• The spies of the Civil War led exciting
lives that were created with hard
work, risk, determination, and daring
attempts that did not always succeed.
• Arguable
– can be supported by many examples
– shows that not all spying efforts were
successful
– uses parallel structure
What is GOOD about this thesis?
• The cavalry troops displayed the
beauty and ferocity of their edged
weapons and horses, scouted enemy
territory, and served as an inspiration
to other troops, which made them one
of the most useful units in the Civil
War.
• Arguable points
– can be supported by many examples
– uses parallel structure
What is GOOD about this thesis?
• The Civil War gave slaves a new
sense of independence and
enterprise to reconstruct America
and their own lives, and to recover
what had been lost—their families.
• Arguable points
• Can be supported by many examples
• Uses a great analogy of how slaves rebuilt
their lives just like America had to be
rebuilt
What is GOOD about this thesis?
• The Abolition Movement was a fight
to end the monstrosity that slavery
had become, and many men brutally
fought for it through moving
literature, opinionated newspapers,
secretive groups, and successful
rebellions.
• Arguable points
• Can be supported by many examples
• Uses parallel structure
TOPIC SENTENCES
Each topic sentence is your conclusion
drawn about the information
presented in a paragraph.
They, too, should be arguable.
Topic Sentence is to Paragraph as
Thesis Statement is to Research Report
TOPIC SENTENCE MODELS
for BODY PARAGRAPHS:
• The famous horses of the Civil War greatly
contributed to both armies through swift
transportation and unswerving loyalty to their
masters in battle.
• Although amputations were common and
necessary to save lives, some doctors tried
more conservative methods to save limbs.
• Field slaves had the hardest jobs on the
plantation and worked under the worst
conditions.
THESIS STATEMENT:
1. Complete the Thesis Statement Approval
Sheet with your proposed thesis statement.
2. Turn-in for approval.
3. If you receive teacher approval, move on to
your Topic Sentence Slides.
4. If you do not receive approval, revise your
thesis statement on the same form (Try #2)
and submit again for approval. Repeat a third
time (Try #3), if needed.
THESIS STATEMENT APPROVAL:
LZ
4/3 APPROVED: _____ NOT YET TRY AGAIN:_____
1.Thesis Statement: DATE:_____
Spies in the Civil War were great!
Add more insight here—what made the spies effective in gathering intelligence?
4/4
LZ
2.Thesis Statement: DATE:_____ APPROVED: _____ NOT YET TRY AGAIN:_____
The spies of the Civil War led exciting lives that were created with hard work,
risk, determination, and daring attempts that did not always succeed.
How Do I Organize
My Research Report?
• Present your research findings in a
LOGICAL order.
• After your introduction, include a basic
overview of your topic where you present a
more detailed background (history of a
movement), explanation of terms, overview
of a battle, etc.
●Then present your body paragraphs.
Organization for
Battles
• One paragraph overview of the battle
• CHRONOLOGICAL paragraphs with the
details of the fighting, day by day (focus on
significant events)
• Discussion of mistakes made, strategic
victories, circumstances with leaders, etc.—
this is your analysis of the topic
• One paragraph on aftermath and how this
battle set the stage for the next battle
Organize by Person
•
•
•
•
•
•
•
•
Spies
Abolitionists
Authors & Poets
Lincoln’s Advisors
American Sculptors & Artists
Outlaws & Lawmen
Women of the West
More….
Organize by
Event/Idea
•
•
•
•
•
•
•
•
Social Reforms
Utopian Societies
Famous Fighting Units
Pistols & Revolvers
Army Prisons
Rebellions by/for Slaves
Scientific Discoveries
More….
Organize Logically
•
•
•
•
•
•
•
•
Common Soldier
Anti-War Activism
Theatrical Forms
Reconstructing the South
Costs of War
Field Artillery
Civil War Photography
More….
Organize by Sort
• Scientific Discoveries—Physics & Chemistry:
– Radioactivity
– Thermodynamics
– Atomic Particles
ORGANIZATIONAL STRUCTURES of
PARAGRAPHS
• CHRONOLOGICAL ORDER: Present events in the
sequence in which they occur (history of the abolition
movement)
• SPATIAL ORDER: Present items geographically or
in relation to other items (placement of troops on a
battlefield)
• CAUSE & EFFECT: Give possible causes and/or
possible effects (effects of the cotton gin)
ORGANIZATIONAL STRUCTURES
of PARAGRAPHS
• ORDER OF IMPORTANCE: Present points from
most important to least important (famous inventions)
• COMPARE & CONTRAST: Call attention to
similarities or differences (infantry vs. cavalry)
• PROBLEM & SOLUTION: Describe a problem faced
and how it was resolved (food shortages)
• LOGICAL ORDER: Give steps in a process or sort
information in a logical way (describe a soldier’s
uniform)
BODY PARAGRAPH SLIDES
1. Log in to google.classroom and open the TOPIC
SLIDES file.
2. Be sure your are in CLASSROOM and not just
in your Google Drive.
3. If you do not have access to google.classroom
at home, use NOTECARDS (front/back).
4. The slides take the place of a RESEARCH
OUTLINE—you will use them as a road map to
write your research report.
BODY PARAGRAPH SLIDES
1. Create TWO slides for each BODY paragraph.
2. SLIDE A1:
1. ARGUABLE TOPIC SENTENCE for this paragraph
2. RELEVANCE: Say WHY or HOW this topic sentence
supports your THESIS STATEMENT. In other words,
WHY is this paragraph in your paper?
3. SLIDE A2:
1. Presents the EVIDENCE you plan to present
2. Do NOT write your paper here! Bullet the
information. Summarize key sections of your notes.
SLIDE A1
Slide Topic: Missouri Compromise
Topic Sentence: The Missouri Compromise of 1820 created distrust
of Northerners and fear by Southerners that future slavery
legislation would trample on states’ rights.
Relevance: The Missouri Compromise was key
legislation that further prohibited slavery.
*Write in complete sentences here!
SLIDE A2
Source #: 3, 6, 10
• Origin of the Compromise and its key provisions
• Problems created by adding Missouri as a slave state:
 Upset balance of free vs. slave states
 Could tip control of Senate to South
 Replaced Northwest Ordinance
•
Henry Clay’s solution:
 Missouri = slave state; Maine = free state
 Prohibit slavery in other territories
Mark your NOTES
• Each time you add a point to a slide,
write the SLIDE LETTER (A, B, C…) in
RED PENCIL next to the information in
the KEY WORD column of your notes.
• Then CIRCLE the information you plan to
use with a BLUE PENCIL.
Sample Cornell Notes
KEY WORD
A
Cornell Notes Column
- Henry Clay of Virginia wrote the Missouri
Compromise of 1820, which admitted Missouri
as a slave state and Maine as a free state.
- Missouri was split politically because it had a
Confederate government and a Union
legislature.
D
- It nullified the Northwest ordinance by
redrawing the boundaries of slavery from
north of the Ohio River to north of the 36°
30’ parallel.
Where’s the trail?
• Not in your notes?
• Not in your report!
TOPIC SENTENCE NOTECARDS:
1. You will need about 4-8 large index cards.
2. Organize the BODY PARAGRAPHS of your
essay, ONE NOTECARD PER PARAGRAPH.
3. Include all relevant details from your notes on
each subtopic.
4. The notecards take the place of a RESEARCH
OUTLINE—use as a road map to write your
paper.
5. Use indenting and bullets; do not write in
complete sentences, except for each topic
sentence on one side of the card.
A
(BLANK SIDE)
John Smith
Topic Sentence: The Missouri
Compromise of 1820 created distrust of
Northerners and fear by Southerners
that future slavery legislation would
trample on states’ rights.
Relevance: The Compromise was key legislation that
further prohibited slavery.
(LINED SIDE)
A
• Problems to add Missouri as a slave state:
 Upsets balance of free vs. slave states
 Could tip control of Senate to South
 Replaced Northwest Ordinance
• Henry Clay’s solution:
 Missouri, slave state; Maine, free
 Prohibit slavery in other territories
(more)
Mark your NOTES
• Each time you add a detail
to a notecard, write the
CIRCLED LETTER (in RED)
next to the information in
the KEY WORD column of
your notes (Column #1).