SOURCE INFORMATION
Title : Author :
CONTENT
First read-through :

Topic : What event, idea, or issue is this document about?

Main idea : What is this document saying about the topic?
Date :
Primary or secondary source:
PERSPECTIVE
Author background : What information do you know about the author(s)? (social status, career, beliefs, etc.)
Purpose for writing : Why did the author(s) write this? Were they trying to change or achieve something?
Point of view : What was the author’s opinion or point of view about this topic?
CONTEXT
When : What significant historical events were occurring at the time this document was created?
Where : Where was this document created? What were the political, economic, or social characteristics of the place?
For whom : Who was the intended audience for this document?
Effect on the author : How might the context (the when and where) have influenced the author’s opinion about this topic?

Name: ____________________________________ Date: _____________________
Secession Argument: What caused the Secession of the Deep South in 1860-61?
BIG Investigative Question: What led the Southern States to secede from the Union in 1860-1861?
WRITE YOUR THESIS STATEMENT
Your claim : Based on the evidence, what is your answer to the BIG Investigative Question?
Introductory Paragraph

Introduce the context of your topic, i.e. the what, when, where, and why, to lead into your thesis.
Mandatory words, names & dates:

Secession and/or secede

Union

Confederate States of
America

1860 – 1861
 rebellion
 independence
Thesis Statement

State your claim and the main reasoning behind it.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Body Paragraph 1

Topic sentence
(Which reason from the claim is this paragraph about)

Supporting evidence
(make specific references to as many sources from the
DBQ packet)

Explanation
(Explain how the source(s) you referenced prove your claim)
Body Paragraph 2

Topic sentence
(Which reason from the claim is this paragraph about)

Supporting evidence
(make specific references to as many sources from the DBQ packet)

Explanation
(Explain how the source(s) you referenced prove your claim or related idea )
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Body Paragraph 3

Topic sentence
(Which reason from the claim is this paragraph about)

Supporting evidence
(make specific references to as many sources from the DBQ packet)

Explanation
(Explain how the source(s) you referenced prove your claim or related idea)
Concluding
Paragraph

Summarize your answer
(Restate what you’ve proven to the reader )

Add a final thought
(Close your essay with a final thought about your topic— relate it to something current, why is important)
______________________________________________________________
___________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
Name: ____________________________________________
7-8
The student:
 structures information and ideas completely according to the task instructions
 communicates information and ideas in a style that is always clear
1-2
3-4
5-6
The student:
 mostly structures information and ideas according to the task instructions
 communicates information and ideas in a style that is usually clear
The student:
 somewhat organizes information and ideas
 communicates information and ideas in a way that is somewhat clear
The student:
 organizes information and ideas in a limited way
 communicates information and ideas in a style that is not always clear
The student does not reach a standard described by any of the descriptors above.
0
Teacher feedback on structure (circled statements apply)

Include all of the basic components of an essay
(introduction, thesis statement, body paragraphs, concluding paragraph), and format them into separate, indented paragraphs

Thesis statement must be properly structured (states multiple Principles of the Constitution)

Make sure that your topic sentences each restate a Principle from your thesis (body paragraph #1, #2, #3)
Teacher feedback on clarity (circled statements apply)

Make sure that your quotes are quoted accurately
(body paragraph #1, #2, #3)

Make sure that your quotes communicate clear and complete ideas, not unfinished thoughts
(body paragraph #1, #2, #3)

Make sure that your quotes make proper use of quotation marks (body paragraph #1, #2, #3)

Body paragraph #1 must be properly structured (topic sentence, quote, source information, explanation, all focused on the first principle in your thesis)

Proofread your writing to make sure that it’s clear and easy to understand, and doesn’t include run-on sentences
(introduction, thesis, body paragraph #1, #2, #3, conclusion)

Body paragraph #2 must be properly structured (topic sentence, quote, source information, explanation, all focused on the second principle in your thesis)

Proofread your writing to make sure that it doesn’t include errors in spelling, grammar, or punctuation
(introduction, thesis, body paragraph #1, #2, #3, conclusion)

Make sure that your source information is accurate
(body paragraph #1, #2, #3)


Body paragraph #3 must be properly structured (topic sentence, quote, source information, explanation, all focused on the third principle in your thesis)

Concluding paragraph must be properly structured (restate your thesis and include a final thought)

Always write about history in the past tense
(introduction, thesis, body paragraph #1, #2, #3, conclusion)
7-8
The student:
 demonstrates detailed knowledge and understanding of content and concepts through developed and accurate descriptions, explanations and examples
5-6
The student:
 demonstrates substantial knowledge and understanding of content and concepts through descriptions, explanations and examples
3-4
The student:
 demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and examples
1-2
The student:
 demonstrates basic knowledge and understanding of content and concepts through incomplete descriptions, explanations and examples
The student does not reach a standard described by any of the descriptors above.
0
Teacher feedback on knowing and understanding (circled statements apply)

Make sure that your information is accurate (introduction, thesis, body paragraph #1, #2, #3, conclusion)

Make sure that you answer all parts of the question completely
1.
Provide specific examples (complete, logical quotes) of Principles of the Constitution that limit government power: Separation of Powers, Checks and Balances, Individual Rights
2.
Explain how each Principle limits government power: Separation of Powers, Checks and Balances, Individual
Rights
Overall letter grade (out of 15 points):
(14.5 points)
(13 points)
(11.5 points)
Rubric Reflection (completed by the student):
What are two things you’ll do on your next essay to do a better job?
1.
I will…
2.
I will…

(10 points)
(8.5 points)