Curriculum Leaders/NRRC Summer Writing Institute
Writing Prompt 2012-13
Disclaimer: This writing prompt is a benchmark and tool for use within the district. It is not a dictated format or process. Each
district will elect how they incorporate, expand or utilize these materials.
Grade: 8/District Discretion
 Narrative
Subject: United States History I
 Informational
x Argument/Opinion
Title (optional): Kitchen Table Debate
Standards addressed by this writing prompt:
State Frameworks for History and Social Science: United States History I
USI.36 Summarize the critical developments leading to the Civil War.
H. the Lincoln-Douglas debates (1858)
USI.38 Analyze Abraham Lincoln’s presidency, the Emancipation Proclamation (1863), his views on slavery, and the
political obstacles he encountered.
Literacy Standards for History/Social Science:
1.
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding
of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a
standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
Related Content/Topic Component:
Excerpt from “A House Divided” speech by Representative Abraham Lincoln, 1858
“If we could first know where we are and whither we are tending, we could better judge what to do and how to do
it. We are now far into the fifth year since a policy was initiated with the avowed object and confident promise of
putting an end to slavery agitation. Under the operation of that policy, that agitation has not only not ceased but
has constantly augmented. In my opinion, it will not cease until a crisis shall have been reached and passed. "A
house divided against itself cannot stand." I believe this government cannot endure, permanently, half slave and
half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease
to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further
spread of it and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction,
or its advocates will push it forward till it shall become alike lawful in all the states, old as well as new, North as
well as South.”
Excerpt from “Freeport Doctrine” speech by Senator Stephen Douglas, 1858
The next question propounded to me by Mr. Lincoln is, can the people of a Territory in any lawful way, against the
wishes of any citizen of the United States, exclude slavery from their limits prior to the formation of a State
Constitution? I answer emphatically, … that in my opinion the people of a Territory can, by lawful means, exclude
slavery from their limits prior to the formation of a State Constitution. … It matters not what way the Supreme
Court may hereafter decide as to the abstract question whether slavery may or may not go into a Territory
under the Constitution, the people have the lawful means to introduce it or exclude it as they please, for the
reason that slavery cannot exist a day or an hour anywhere, unless it is supported by local police regulations.
Those police regulations can only be established by the local legislature, and if the people are opposed to
slavery they will elect representatives to that body who will by unfriendly legislation effectually prevent the
introduction of it into their midst. If, on the contrary, they are for it, their legislation will favor its extension.
Hence, no matter what the decision of the Supreme Court may be on that abstract question, still the right of the
people to make a slave Territory or a free Territory is perfect and complete…
Writing Prompt:
You are a kid living in a border state in 1858, and while sitting at the kitchen table, you listen to your uncle, a
Republican and your dad, a Democrat argue intensely over the extension of slavery and states’ rights. You are
eager to jump in. Write a speech using the excerpts from the “Lincoln-Douglas” debates that address both
questions:
1. Examine the issue of slavery and argue whether or not is should be allowed to extend into other states. Include
evidence to attempt to persuade either your uncle or your dad.
2. Should the government or the people decide social issues, such as slavery? Be sure to justify your answer with
examples.
Suggested Administration:
Post assessment for a unit on the issues of slavery.
Post activity for a unit on the causes of the Civil War.
1 to 2 class periods: Optional class debate/role play
Optional: YouTube a political election debate (i.e. senatorial, gubernatorial, presidential)
Optional: Speech writing graphic organizer included
TEAM MEMBERS: Rashaun J. Martin and Katie LaPolice
Speech Outline
Use bullet points to highlight the key points you plan to include in your speech.
I. INTRODUCTION (about 30 seconds)—must include topic.
Hook:
Background:
Thesis Statement
Preview main points and transition to body:
II. BODY Major Body Point #1 (about 1 minute)
Topic Sentence (with transition):
Details to include:
Wrap up and transition to next body point:
Major Body Point #2 (about 1 minute)
Topic Sentence (with transition):
Details to include:
Wrap up and transition to next body point:
Major Body Point #3 (about 1 minute)
Topic Sentence (with transition):
Details to include:
Wrap up:
III. CONCLUSION (about 30 seconds)—must include topic.
Transition and review major points of speech:
Restate thesis in different words:
Connect back to attention getter or introduction:
Concluding sentence (end with a bang!!)
*Adapted from http://moodle.pleasanton.k12.ca.us
Pleasanton Unified School District Pleasanton, CA