Utilizing the Writing Standards
in the Social Studies
WORLD HISTORY
9 TH G R A D E
POWERPOINT AND ADDITIONAL RESOURCES
REFERENCED TODAY ARE AVAILABLE ON MY
TEACHER WEBSITE
World History Constructed Response Examples
 European nations such as Portugal, Spain, France, and
England led explorations to new lands in the sixteenth
and seventeenth centuries. These voyages extended from
the coast of Africa to the Americas and beyond. Explain
how the voyages of exploration affected global
interactions and new patterns of trade. Give two
examples: one for impact on global interactions and
another for new patterns of trade.
 Economic and social conditions of colonial rule led to
many nationalistic movements. Explain how social and
economic conditions in two countries led to nationalistic
movements.
Easy Ways to Include/Improve Writing
 Starters
 “Bottom line” statements to
 Ticket in/out activities
summarize topics or units
of study
 “Make you own” study
guide
 Ask students to always
write in complete sentences
(rephrasing the question)
 ALWAYS mark spelling
and grammar mistakes
(even if you don’t deduct
points!)
 Reflection prompts
throughout units of study
 Discussion board or blog
posts
 Peer editing teams
Imperialism Source Analysis
 An analysis of three poems published in 1899 that
address the burdens of imperialism. Through analysis of
the poems, students form opinions (and arguments)
concerning who was really burdened in the Imperial Age.
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Rudyard Kipling’s “White Man’s Burden”
George McNeill’s “Poor Man’s Burden”
HT Johnson’s “Black Man’s Burden”
 Students may also be provided political cartoons.
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To access these poems: http://historymatters.gmu.edu/d/6609/
 As students read the poems, they answer guided reading questions.
 For each poem analyze through the use of SOAPS.
 Speaker
 Occasion
 Audience
 Purpose
 Subject
 For additional information on SOAPS:
http://apcentral.collegeboard.com/apc/public/preap/teachers_cor
ner/45200.html
 APPARTS: http://teachinghistory.org/teaching-materials/ask-amaster-teacher/24711
 For each poem, students write a personal reflection.
(roughly 5-7 sentences)
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How did the poem make you feel?
Do you agree with the author?
Why/why not?
Students are to use direct quotes and historical evidence (prior
knowledge).
 Synthesize the information into an argumentative essay
in which you identify the real burdens of imperialism.
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Use of prior knowledge
Reference at least two of the poems/political cartoons provided
 Peer Editing Teams
 Students get into small teams (usually 3-4)
 Read each paper within the group and make suggestions for
improvement
 Revision and Submission
 After 2-3 people have made suggestion, students are able to
revise their paper before submission
 Students submit the first draft and final draft
What standards did we hit with this assignment?
World History
Standards/Objectives
 WH.H.1.3 Use Historical
Research to:
1.Formulate historical questions.
2. Obtain historical data from a variety of
sources.
3. Support interpretations with historical
evidence.
4.Construct analytical essays using
historical evidence to support arguments.
 WH.H.7 Understand how
national, regional, and ethnic
interests have contributed to
conflict among groups and
nations in the modern era.

Imperialism objectives (7.2, 7.3, 7.4)
Writing Standards
 W.CCR.1 Argumentative Writing
 W.CCR.4 Clear and coherent
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writing relevant to the task
W.CC.R.5 Develop and
strengthen writing
W.CCR.7 Synthesizing several
sources and demonstrating
understanding of the subject
W.CCR.9 Variety of texts to
support analysis
W.CCR.10 Routine writing
(single sitting for this
assignment)