Democracy of Ancient Greece and Iroquois Confederacy Citizenship Project
Grade 6
Subject Social Studies
Topic/Theme democracy
Context for learning/Brief Summary of Unit
Grade six social studies examines the nature of the democracies of Ancient Greece and the
Iroquois Confederacy. In this unit students explore various elements of these democracies and
use criteria to identify three most important lessons we, within a local context, could learn from
these democratic models. Students then use these insights to write a letter to the mayor and
local municipal council outlining how an issue of concern in the local community could be better
deliberated on and addressed.
Throughline questions (Subject, Self, and Society):
How does our understanding of the democracy of Ancient Athens and the Iroquois Confederacy
help us to better participate in democratic processes in the Bow Valley?
Supporting questions:






What are three important lessons we could learn from Ancient Greece and the Iroquois
Confederacy that would help us improve our democracy?
How does democracy work in our community?
How is our democracy different from that of ancient Athens and from the Iroquois?
To what extent do citizens have the opportunity to be actively involved in their/our
community?
What ways can we as citizens shape or influence the decisions of politicians in the Bow
Valley?
In what ways can our action as citizens improve the lives of people in our community?
LEARNER OUTCOMES
General Outcome:
Students will understand how the qualities and characteristics of the
Athenian and Iroquois Democracies could enhance our democracy.
Specific Outcomes
Number
Specific Outcomes
CRITERIA FOR
EVALUATION
Students provide evidence of
their learning as they:
Values and
Attitudes
Students will recognize how individuals and governments interact and
bring about change within their local and national communities:
6.1.1


value the contributions of elected representatives in the democratic
process
value citizens’ participation in a democratic society
Knowledge
and
Understanding
Students will analyze the structure and functions of local governments in
Alberta by exploring and reflecting upon the following questions and
issues:
6.1.4.1


How are representatives chosen to form a local government (i.e.,
electoral process)?
What are the responsibilities of local governments?
Knowledge
and
Understanding
Students will analyze how individuals, groups and associations within a
community impact decision-making of local and provincial governments
by exploring and reflecting upon the following questions and issues:
6.1.6.3

Skills and
Processes
6.S.7.2
In what ways do elected officials demonstrate their accountability to
the electorate • (e.g., respond to constituents, participate in local
events, represent and express in government meetings the concerns
of constituents)
Students will apply the research process


6.S.7.6
formulate questions to be answered through the research process
formulate new questions as research progresses
Skills and
Processes
6.S.8.1
Students will demonstrate skills of oral, written and visual literacy:
Skills and
Processes
6.S.5.4
Students will demonstrate skills of cooperation, conflict resolution and
consensus building


express opinions and present perspectives and information in a
variety of forms such as • oral or written presentations, speeches or
debates
extend the scope of a project beyond classroom collaboration, using
communication technologies such as the telephone and e-mail
demonstrate a developing
understanding of how decision
making takes place in
democracies and the role of
citizens and their
representatives in decisionmaking processes
Employ their understanding of
local government to describe
the structure of the local
government and explain how
its members are elected and
compare this to the ways
representatives were selected
in Athenian and Iroquoian
democracies
provide evidence of an
understanding of political
accountability by responding to
questions about accountability
in different democratic systems
formulate interview questions
that students can ask of local
politicians to better understand
an issue of concern, and revise
questions to gain better insight
into the issue
communicate information in a
short essay about their own
perspective on an issue of
concern, and share that
writing as a speech read to
their peers.
Engaging in oral and written
communication with local
politicians over an issue of
concern
Final Summative Citizenship Project
Students use their insights on the democratic models of Ancient Greece and Iroquois
Confederacy to write a letter to the mayor and/or city counsellors outlining suggestions as to
how the community could better deliberate on and deal with a current issue of concern in the
community. The letter will support an action to improve the community of Canmore.
Other evidence and assessments
As part of the build up to the final summative project, students will engage in a debating
process whereby they must take a position on an issue and then provide supporting arguments
and examples to justify their position. This will be assessed during the debating process.
Students will create powerful questions and provide peer feedback on the questions they
produce. These questions will be handed in before an interview with the mayor and assessed
based on criteria for powerful questions.
http://onlineguide.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html
Students will learn to take short, concise and relevant notes summarizing the essential elements
of the Iroquois Confederacy and Athenian Democratic systems.
Final Citizenship Project Assessment Rubric:
The various elements of this unit will address the following learning outcomes
from the program of study. Specific assessment rubrics have been provided for
each assignment. These assessment rubrics reflect the assessment criteria below.
Level
Insufficient /
Blank *
4
3
2
1
Excellent
Proficient
Adequate
Limited *
Provides a basic
explanation of
the importance
of understanding
Provides a
superficial
explanation of
the importance
of understanding
No score is
awarded because
there is
insufficient
evidence of
of how decision
making takes
place in
democracies and
the role of citizens
and their
representatives in
decision-making
processes
understanding of
how decision
making takes place
in democracies and
the role of citizens
and their
representatives in
decision-making
processes
Criteria
Explains how
decision-making
takes place in
democracies
(6.1.1.5, 6.1.4.1)
Provides a
comprehensive
explanation of
Provides a
thorough
explanation of
understanding of
how decision
making takes place
in democracies
and the role of
citizens and their
representatives in
decision-making
processes.
understanding of
how decision
making takes place
in democracies
and the role of
citizens and their
representatives in
decision-making
processes
Provides evidence
of accountability
(6.1.6.3)
Provides
pertinent
evidence of
accountability.
Provides
relevant
evidence of
accountability.
Provides
suitable
evidence of
accountability.
Provides irrelevant evidence of
accountability.
Provides evidence
of understanding
of local government
and compares this
to the nature of
Athenian and
Iroquoian
democracies
(6.1.4.1)
Provides
comprehensive
understanding of
local government
and explains how
its members are
elected and
compare this to
the ways
representatives
were selected in
Athenian and
Iroquoian
democracies.
Provides thorough
understanding of
local government
and explains how
its members are
elected and
compare this to
the ways
representatives
were selected in
Athenian and
Iroquoian
democracies.
Provides a basic
understanding of
local government
and explains how
its members are
elected and
compare this to
the ways
representatives
were selected in
Athenian and
Iroquoian
democracies.
Provides a
superficial
understanding of
local government
and explains how
its members are
elected and
compare this to
the ways
representatives
were selected in
Athenian and
Iroquoian
democracies.
of how decision
making takes place
in democracies
and the role of
citizens and their
representatives in
decision-making
processes
No score is
awarded
because there is
insufficient
evidence of
understanding of
how decision
making takes place
in democracies
and the role of
citizens and their
representatives in
decision-making
processes
Formulates
interview
questions (6.S.7.2,
6.S.7.6)
Formulates
purposeful
questions that
would likely
encourage a
pertinent
response.
Formulates
meaningful
questions that
would likely
encourage a
focused
response.
Formulates
routine
questions that
would likely
encourage a
general
response.
Formulates superficial questions
that would likely encourage a
sketchy response.
Communicates
information
(6.S.8.1,6.S.5.4)
Communicates
information in a
memorable
manner to
engage the
audience.
Communicates
information in
an effective
manner to
interest the
audience.
Communicates
information in a
straightforward
manner that
generally holds
the attention of
the audience.
Communicates information in an
ineffective manner that does little
to sustain attention of the audience.
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to
help the student improve.
Lesson Schema
1. Introduce the unit


Provide a general outline of what students will be doing over the course of the next few
weeks; include a description of the final summative assignment and assessment criteria by
which they will be evaluated. Distribute the assignment description to students along with the
assessment rubrics.
Introduce and discuss the throughline question that will guide the unit:
How can our understanding of the democracy of Ancient Athens and the Iroquois Confederacy
help us to better participate in democratic processes in the Bow Valley?
Supporting questions:
 What are three most important lessons we could learn from Ancient Greece and the
Iroquois Confederacy that would help improve our democracy?
 How does democracy work in our community?
 To what extent do citizens have the opportunity to be actively involved in their/our
community?
 In what ways can your actions improve the lives of people in your community?
To encourage both you and your students to engage these questions throughout the unit write
these questions on a piece of poster paper that can then be posted in a clearly visible spot in
the classroom.
2. Opening set
a. Accessing prior knowledge and teaching core concepts for understanding

To find out what students know about this topic, access prior knowledge by brainstorming as
a class the meaning of democracy. Track student answers by creating a concept web on the
board. To encourage students to see connections between the concept and their own life ask
them: What does democracy look like in your own life and in your own classroom? Consider
the following questions: To what extent are all students included in activities and decisionmaking at school? What are some of the reasons students are excluded from these activities?
What are the ways students participate? To what extent do people feel it is possible to speak
out about how they feel about a particular incident/problem? To what extent are people
listened to? When you are asked to make a decision as a group, what are the steps in this
process? In what ways is democracy about being fair? In what ways is democracy about
being equal? Do some people influence a discussion or a vote more than others? How and
why might the result differ between a secret ballot and a show of hands?

Drawing on information from the textbook, in the next section provide some examples and
insights into the workings of democracy. During a class discussion and tracking key ideas on
the board highlight a few key insights into the nature of democracy (i.e. everyone has a
chance to participate in decision making, elected leaders are accountable to the people,
elections occur allowing the community to decide who will represent them, no one, including
leaders, are above the law and must act in accordance with established rules and laws).

To help students further understand the concept of democracy use BLM #1: Teaching the
concept of democracy for some ideas. This document highlights the etymology of the word
that reaches back to Greece (democracy-demos: the people; ocracy: government by; in
contrast to autocracy: one; government by one ruler).
b. Formative assessment: concept understanding check

To encourage a deeper understanding of the concept of democracy ask students to rank order
the elements of democracy discussed in terms of their significance in ensuring a democratic
form of political organization. Ask students to base their judgment on the following criteria:
o The absence of this element would make the form of government fundamentally undemocratic

Have students provide a justification for their top two choices and then collect their responses
to assess to what degree students understand the concept of democracy. Decide if more time
is needed for students to understand the concept as well as whether individual students need
more attention and greater explanation.
3. Linking abstract concepts to democratic complexity and social justice citizenship

To help students further understand the nature of democracy, discuss with the class some
of the benefits of having and living in a democracy. Similarly, discuss some of the bad
things that can happen if some of the elements of democracy are eroded or not present in
our community?

Beginning with examples from students’ own lives, discuss why a system of government
can be less than democratic? Consider examples such as particular groups dominating the
decision making process at the expense of other groups.
a. Background knowledge:

Now that students understand the concept of democracy, introduce the two models of
democracy addressed in the grade six program of study-the Athenian system of Ancient
Greece and the Iroquois Confederacy. To provide students with some basic background
knowledge as to the nature of these democracies you may wish to provide some available
video resources and have students do some questions from the textbook. If students are
watching a video, have them take notes or provide guided questions in anticipation of the
next activity.

Once students have some basic background knowledge, explain to students that their job
is to describe the nature of each of these democratic systems of government. However,
the person that you need to explain this to has a very short attention span, so their
description must be short, concise, clear, and include the most important elements of the
democratic system. Using this criteria have students write a short, no more than half a
page descriptive paragraph for each of the democratic systems of Ancient Athens and the
Iroquois Confederacy. Have students hand in their summaries and use the criteria for a
concise summary as part of your assessment.

To help students see how elements of each of these democratic systems are both similar
and different, ask students to create a Venn diagram comparing the two systems. Once
students have done this ask volunteers to write their responses on the board and discuss
the similarities and differences with students.
b. Exploring the nature of democracy in our community

Moving from an examination of the Athenian and Iroquois systems of democracy, begin
a discussion on democracy at the municipal or community level. Access prior knowledge
by brainstorming and tracking on the board the nature of democracy at the local level. As
students will have limited knowledge of the nature of local government, allocate time in
the computer lab for students to do some preliminary research on the way local
government functions. You may want to identify some news articles or other sources that
may be of help to students.


To prepare students for this research process in a way that engages the throughline
question and also asks students to create a critical questions that moves beyond simply
asking them to locate information or providing a personal preference, ask students to
identify four critical questions to guide their research. These questions should require a
reasoned judgment and ask students to thoughtfully consider evidence in light of a set of
criteria. Some examples include: to what extent is our local government democratic, and
what is the biggest difference between democracy at our municipal level and the
democratic systems already explored?

To engage these types of questions students should identify criteria to make a decision.
For example, the first question could use the already generated criteria: everyone has a
chance to participate in decision making, elected leaders are accountable to the people,
elections occur allowing the community to decide who will represent them, no one,
including leaders, are above the law and must act in accordance with established rules
and laws. Criteria for the second question could include: degree to which a particular
element is not present in other democratic systems.

Once students begin conducting research emphasize that their research findings must be
written in their own words in a way that is short, concise, clear, and include the most
important elements of the democratic system. Once the research is completed ask
students to write a short, no more than half a page descriptive paragraph outlining their
research findings.
Once you have done some preliminary research, explain that we need to draw on outside
expertise to learn more about the specific nature of municipal government in our community.
In this next phase of the research process ask students to supplement what they have learned
through text-based research, with insights from members of the community including local
politicians. Begin by identifying one or two people in the community that would be
knowledgeable enough and willing to respond to student queries around the nature of local
government. Ideally this would include the Mayor and/or local councilors. Before having
students contact (by e-mail) or bringing in one of these individuals, teach students how to
create powerful questions that they will use to guide their interview. To do this visit the online guide to implementation at:
http://onlineguide.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html

Direct students to ask questions surrounding not only how the system works formally, but
how the system works informally including some of the difficulties and challenges that arise
in municipal deliberations. These insights will be important for students to have when
deciding what characteristics of the Athenian and Iroquois system could positively contribute
to democracy in our community. Before having students initiate the interview process use
BLM #2: Student Self-Assessment Checklist to evaluate the powerfulness of their
questions. Assess students’ questions using BLM #3: Teacher Rubric for Asking Powerful
Questions.

To help guide students through the actual interview process provide them with a copy of
BLM #4: Student Reporter Tip Sheet- Interview Strategies. Students should fill out the
graphic organizer before proceeding with the interview.

Once students understand the nature of local government, consider having them do a similar
summary activity as previously done, where they have to concisely describe the nature of
their local municipal democracy.

Revisit the previous Venn diagram to show the similarities and differences of the Athenian,
Iroquois and Municipal governments. You may wish to have students add another circle for
Municipal government and incorporate similarities with the other two systems where the
circles conjoin. Emphasize with students the elements that are similar to all three
democracies and help them understand the elements that are central to any democracy.
Ensure that students have these elements properly recorded in their notes.

Highlighting the characteristics of a democracy, using BLM# 5-Rating the three
democratic systems ask students to rate each of the three forms of government in terms of
how democratic they are. Although several criteria have been provided, ask students to
include two of their own criteria based on the characteristics of a democracy drawn from the
Venn-Diagram and opening activity. At the end of this activity discuss with the class some of
the positive and negative attributes of each of these systems (e.g. Athenian-all Athenian
citizens participated directly in the democratic process; however slaves, women, and noncitizens could not participate- so the system was quite exclusionary). Have students create a
two column chart to track some of the findings from this discussion.
C. Lessons to be learned from the Ancient Athenians and Iroquois Confederacy

In the next activity ask students to decide what three qualities or characteristics of the
Athenians and Iroquois democratic systems could most improve our democracy. Discuss
with students some of the challenges of our current system as articulated by their
discussion with the Mayor and/or city councilors. For students to make their choice as to
the three most important lessons they should be able to justify their decision by
explaining how this would make our local municipal system more democratic. Have
students discuss their decisions in small groups and then share their findings with the
class.
Exploring the throughline questions

Now that you have gone through the process of exploring different models of democracy
and the lessons we could learn from other models return to the throughline question one
last time. Based on their research and learning to date, discuss with students:
How does our understanding of the democracy of Ancient Athens and the Iroquois
Confederacy help us to better participate in democratic processes in the Bow Valley?

In order to have students respond to the throughline question, as a class brainstorm
possible responses on the board or have them jot some ideas down in their binders.
Explain that they will now be asked to write a letter that provides some recommendations
as to how we could make our local democratic system more democratic.

To prepare students to write a persuasive essay, go over with students the elements of and
criteria for writing a persuasive letter. Use BLM#6: Writing a persuasive essay to work
through with students how to go about researching and then writing a persuasive letter.
Evaluate students’ letters to the editor using BLM #7: Evaluating a persuasive essay
and oral presentation.

When students have completed the assignment ask them to communicate what you have
learned in a five minute presentation to the class. Additionally, provide addressed
envelopes to mail their letters to the mayor and city councilors. You may also attempt to
have some of the student’s letters published in the local newspaper.
Extension activities:

You may decide to supplement the unit by having students engage in a horseshoe debate as to
which of the three democratic systems has the best democracy.
BLM #1: Teaching democracy as a concept
Definition: Democracy
From the Classical Greek words demos (people) plus kratia (power,
rule) - democracy
Experiential activity/
In order to demonstrate the different types of democracy explored
story
through this unit, engage in a decision making process around a
decision that can be made as a class (i.e. what game to play in gym,
what will be for homework). When each of the three forms of
democracy are explored take up an issue modelling the kind of process
that would take place.
Exemplars:
State governed by the people where there are equal rights for all.
Non-Exemplars:
Dictatorship (rule by one person- North Korea), single party rule,
autocracy, juntas (rule by a military dictatorship –Burma), oligarchy
(rule by a small group of people-Russia),
Synonyms, antonyms,
Elected government, self government, government by the people,
and derivative words:
republic, commonwealth,
Antonym: dictatorship
BLM #2: Student Self-Assessment Checklist: How powerful are my questions?
This is one of my questions:
Is the question:

on topic? Will it give
me information I
need?

open ended? Will it
give me more than
a one-word
answer?

engaging? Will it
give me interesting
information?

respectful? Will it
be appropriate to
ask the question?
Yes, because . . .
This is my revised question:
No, but here’s how I can
make it better:
BLM #3: Teacher Rubric for Asking Powerful Questions
Level
Sophisticated
Understanding
Extended
Understanding
Basic
Understanding
Asks
questions that
would likely
encourage a
response that is:
 pertinent
 comprehensive
 engaging
Asks questions
that would likely
encourage a
response that is:
 focused
 detailed
 interesting
Asks
questions that
would likely
encourage a
response that is:
 on-topic
 sufficient
 ordinary
Provides
pertinent
reasons when
using criteria to
evaluate
questions.
Provides
relevant reasons
when using
criteria to
evaluate
questions.
Provides
general reasons
when using
criteria to
evaluate
questions.
Partial
Understanding
*
Not
Demonstrated
*
Asks questions
that would likely
encourage a
response that is:
 irrelevant
 sketchy
 minimally
engaging
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Criteria
Asks
questions
Provides
rationale
Provides
superficial
reasons when
using criteria to
evaluate
questions.
* When work is judged to be at the partial understanding stage or not demonstrated, the teacher makes
decisions about appropriate interventions to help the student improve.
Teacher Comments:
BLM #4: Student Reporter Tip Sheet- Interview Strategies
Successful reporters plan their interviews. The tips below will help you
plan and conduct effective interviews.
1. Plan your interview.
What do I need to find out?
Who should I contact to be
interviewed?
What questions should I ask?
What do I need to say when I
make appointments for the
interviews?
2. Conduct the interviews.
3. Remember to thank the persons you interviewed and share something
you learned from their responses.
4. Record and organize the information you gather. Create a
to record responses to interview questions.
T-chart
For BLM #3: Student Self-Assessment Checklist and BLM #4: Teacher Rubric for Asking
Powerful Questions see the downloadable files at the following link on the on-line guide to
implimentation.
http://onlineguide.learnalberta.ca/content/ssmt/html/askingpowerfulquestions_mt.html
BLM# 5:Rating the three democratic systems
Athenian Democracy
Characteristics/Qualities of
a democracy
Evidence as to the degree
this quality/characteristic is
present
Rating
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Iroquois Confederacy
Characteristics/Qualities of
a democracy
Evidence as to the degree
this quality/characteristic is
present
Rating
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Municipal Government
Characteristics/Qualities of
a democracy
Evidence as to the degree
this quality/characteristic is
present
Rating
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
BLM#6: Writing a persuasive essay
Writing a persuasive essay:
I Vocabulary:
Persuasive essay – an essay expressing the opinion of a writer, which attempts to convince
the reader to agree with their opinion
Opinion statement- a statement that clearly expresses the writer’s opinion on an issue
Arguments- the main and general reasons why the writer believes their opinion is correct
Supporting details- facts, examples, and other details that support the writer’s arguments
Counter argument- acknowledges a criticism of the argument but provides a refutation of
the criticism
Transitions- words that connect ideas together, such as: also, as well, in conclusion
Conclusion- a concluding sentence or antidote that wraps up the article and reinforces the
opinion stated in the piece
II Elements of a Persuasive Essay
Opinion Statement: a clear and strong statement about an issue.
Example: President Bush has turned out to be the worst president in the history of the
United States.
Arguments: the main ideas or general reasons why you have taken this position.
Example: President Bush can be seen as the worst president the U.S. has ever had
because of his disastrous foreign policy, his criminal mismanagement of the federal
finances, and because he has been hostile to any environmental policies that would save the
planet from the increasing threat of global warming.
Supporting Details: backs up each argument with facts and details to bring credibility to
your position.
Example: President Bush’s decision to invade Iraq has been a costly blunder where the
American tax payer will pay over two trillion dollars for the war, has thrown Iraq into a
state of chaos and civil war, and resulted in thousands of preventable deaths including
3,189 dead American soldiers and over 70, 000 Iraqi people.
Transition words: help tie your arguments together and make your arguments flow
together.
Examples: Firstly, as well, also, moreover, in addition, secondly, on the other hand, in
conclusion, finally.
Firstly, I think that … Another point to consider is…. Secondly, it is clear that…,
In addition, we should remember that…, In conclusion, there are four reasons…,
However, this is not true because…, On the other hand, it is also true that…
Counter argument: acknowledges a valid criticism of your argument but responds with a
counter argument or refutation.
Example: People who argue that Saddam Hussein is a threat to America security believe
that he had weapons of mass destruction, but it turns out that this was false as they have
found no such weapons and in fact, he posed no real threat to American security.
Conclusion: A concluding sentence that restates and reinforces your opinion.
Example: Many years from now, when we look back on this time in history we will see how
one misguided individual, was responsible for the fall of a once great country.
Identifying Elements of your persuasive essay
Using an editorial provided by the teacher fill out the following
Elements of a Editorial chart.
Topic:
Opinion on the issue in the
form of a statement:
First argument to support
the author’s opinion:
Supporting detail or fact:
Second argument to support
the author’s opinion:
Supporting detail or fact:
Third argument to support
the author’s opinion:
Supporting detail or fact:
Criticism of the author’s
argument:
Counter argument:
Conclusion in the form of a
statement:
Writing your persuasive essay
Responding to the throuhgline question take a position using arguments with supporting
details to support your position. Write the arguments and supporting details in the boxes
provided below.
Persuasive Essay Chart
Topic:
Your opinion on the issue in
the form of a statement:
First argument to support
your opinion:
Supporting detail or fact:
Second argument to support
your opinion:
Supporting detail or fact:
Criticism of your position or
argument:
Counter argument:
Supporting detail or fact:
Conclusion:
V Begin writing your editorial
Computer time will be given to you to complete your letter to the editor.
V Evidence of Good Writing-self assessment
Examples of five transitions
you used in the text
Five examples of complex
language you used in the
text
Example of a criticism of
your argument and a counter
argument that you used in
the text.
BLM #7: Evaluating a persuasive essay and oral presentation.
Persuasive Essay Evaluation Rubric
Writing
Criteria
Use of
transitions to
structure text
Underdeveloped 1
Developing 3
Well Developed 5
The article uses no
A variety of 5 or 6 different
A wide variety of over 8
transitions to structure the
transitions are used in an
transitions are used to make
text in a way that makes the
attempt to make the writing
the writing fluid and smooth.
writing fluid and smooth.
fluid and smooth.
Complex
There are no examples of
language
complex language used in the language are used in the
article.
article.
Correct grammar Continued grammar mistakes
and clarity of
writing
3 to 4 examples of complex
Over 6 examples of complex
language are used in the
article.
Although there are several
No grammar mistakes
throughout the article, make
grammar mistakes
throughout the article, and
the text very difficult to
throughout the article, the
the text is perfectly well
understand.
message of the text is clear.
written and clear.
/15
Elements of a persuasive essay
Criteria
Opening and
opinion/position
statement
Supporting
arguments
Supporting
details
Counter
argument
Conclusion
Overall
persuasiveness
of the editorial
Underdeveloped 1
Developing 3
Well Developed 5
The opening does not
The opening adequately but
The opening effectively and
communicate the author’s
not all that concisely
concisely communicates the
opinion/position on the issue.
communicates the author’s
author’s opinion/position on
opinion/position on the issue.
the issue.
No arguments are present
At least one argument is
Three well developed and
and/or the arguments do not missing and/or one or more effective arguments support
connect to or are completely arguments do not effectively the author’s opinion/position.
ineffective in supporting the
articulate and support the
author’s opinion/position.
author’s opinion/position.
No supporting details are
present and/or the details
do not effectively articulate
and support the author’s
arguments.
At least one argument is
missing supporting details
and/or one or more details
do not effectively support
the author’s argument.
Each argument is effectively
supported with relevant
supporting details.
The author did not identify
an argument going against
the author’s position, as well
the counter argument is not
present or completely uneffective in supporting the
author’s position.
Either the author did not
identify an argument going
against the author’s position
or the counter argument is
un- effective in supporting
the author’s position.
An argument going against
the author’s opinion is
identified and an effective
counter argument
effectively supports the
author’s position.
There is either no conclusion
or the conclusion is unclear
and fails to persuade the
reader to agree with the
author’s opinion.
The author’s conclusion only
The author includes a very
does an adequate job of
effective conclusion that
persuading the reader to
persuades the reader to
agree with their opinion.
agree with their opinion.
Overall the writing is unclear Overall, the author only does
and fails to persuade the
an adequate job of
reader to agree with the
persuading the reader to
author’s opinion.
agree with their opinion.
Overall the author very
effectively persuades the
reader to agree with their
opinion.
/30
Total
/40