eDay Lessons
Globalization
eDay Lessons
Globalization
Standards
Topic: Civic Participation and Skills
Individuals and groups have the capacity to engage with others to impact global issues.
Content Statements
5. Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and
influence public processes to address global issues.
6. Effective civic participation involves identifying problems or dilemmas, proposing appropriate
solutions, formulating action plans, and assessing the positive and negative results of actions taken.
Expectations for Learning
Identify and evaluate a world event or global issue.
Identify a current global issue, propose appropriate solutions, formulate an action plan and assess the
positive and negative results of actions proposed.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12
1. Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level,
concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or 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 and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that
responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or
explanation provided (e.g., articulating implications or the significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
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Columbus City Schools
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eDay Lessons
Globalization
Task
Write a well-organized essay addressing the question below. Be sure to include an introduction, body,
and conclusion.
Global issues are significant issues relating to or involving most of the world. An issue is
likely to be global if it: persists or is long-acting, is transnational or transboundary, affects
large numbers of people, is an underlying cause of events, and is connected to other issues
that meet these criteria.
Analyze a significant global issue/problem in the world today. In your analysis:
 Explain the causes of the global issue/problem.
 Discuss the scope and impact of the global issue/problem.
 Evaluate the proposed and actual solutions to the global issue/problem.
You may use any issue/problem from your study of globalization. Some suggestions you might consider
include AIDS, climate change, energy use, gender discrimination, healthcare, human rights, hunger,
population growth, refugees, and terrorism.
Day One: Research and Prewriting
You may use your class notes and outside printed or electronic resources as reference material. The
following websites may be helpful:
 http://www.globalissues.org/issue
 http://www.globalization101.org/issues-in-depth/
 https://www.un.org/en/globalissues/
As you conduct your research, take notes using the attached graphic organizer.
Day Two: Essay Outline and Rough Draft
Write an outline for your essay using the information from your research. Complete the attached outline
page. From your outline, complete a rough draft of your essay on a separate sheet of notebook paper.
Day Three: Final Essay
Revise the rough draft of your essay and complete a final essay. Check your essay for correct grammar
and spelling.
For additional assistance with your essay, see the attached handouts: Writing an Analytical Essay in
Social Studies and Extra Practice: Constructing and Supporting a Thesis.
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eDay Lessons
Globalization
Prewriting: Graphic Organizer
Issue/Problem: ________________________________
Causes of the Global
Issue/Problem
Scope and Impact of
the Global
Issue/Problem
Proposed and Actual
Solutions to the
Global
Issue/Problem
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eDay Lessons
Globalization
Essay Outline
Introductory Paragraph
Interesting hook
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2-3 sentences leading to the thesis statement
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Thesis statement (Claim)
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First Body Paragraph
Topic sentence
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Details, Examples, Evidence
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eDay Lessons
Globalization
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Second Body Paragraph
Topic sentence
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Details, Examples, Evidence
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eDay Lessons
Globalization
Third Body Paragraph
Topic sentence
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Details, Examples, Evidence
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Concluding Paragraph
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Columbus City Schools
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eDay Lessons
Globalization
Writing an Analytical Essay in Social Studies
An analytical essay requires you to construct a thesis (make a claim) about history or current events, and
support the thesis with evidence. The essay should follow a standard format and include an introductory
paragraph (including the thesis), several body paragraphs (evidence and support for the thesis), and a
conclusion (summary of statements and support).
Introduction
The introduction is the first paragraph in your essay. In this paragraph, you should: capture the reader's
interest (often called a “hook”), introduce the topic, and construct a thesis (make a claim) about your
topic. The thesis is a road map for the paper—it tells the reader what to expect from the rest of the paper.
For example, a thesis on the causes of the Civil War might be as follows:
While both Northerners and Southerners in the Civil War believed they were fighting oppression,
Northerners focused on the oppression of slaves while Southerners defended their own right to
self-government.
Body
The body of the essay typically includes three paragraphs (in a standard five-paragraph essay). Each
paragraph should be limited to the explanation of one general idea that supports your thesis. If you begin
to transition into a new idea, start a new paragraph. You should state your idea as a topic sentence, and
support it with two or three sentences of evidence and examples. Your essay should include accurate and
detailed information to support the thesis.
For example, using the thesis above, you might have a body paragraph that begins with the following
topic sentence:
Many Northerners who supported the Union during the Civil War believed that the system of
slavery denied the natural rights of life and liberty to enslaved persons.
You would support this topic sentence by citing evidence from letters, speeches, diaries, and other
records that show how many Northerners thought about slavery.
Each paragraph in the body of the essay must have some logical connection to the thesis in the
introduction. Body paragraphs should follow a pattern that includes: the topic sentence, supporting ideas,
and transition statement. Transition statements may start with words like: moreover; in addition; in fact; for
example; furthermore; as a result; for this reason; similarly; and by comparison.
Conclusion
In the final paragraph, summarize your main points and restate your thesis. Highlight your main points,
but do not repeat specific examples. Do not introduce new content in the conclusion.
After you complete the first draft of your essay, review your thesis and see if you have adequately
supported it with evidence in each paragraph. Check to ensure every sentence in your essay supports
the claim you made in the introduction.
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Columbus City Schools
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eDay Lessons
Globalization
Extra Practice: Constructing and Support a Thesis
1. Recognizing the difference between a topic and a thesis
A topic is a general category of interest and research.
A thesis is a statement about this topic that can be supported with data and evidence.
Here are some examples of topics and thesis statements:
Topics
Thesis Statements
Subjects taught in school
Students who take art and music classes in high school are happier
and more successful than those who do not.
Curfews
When parents enforce curfews, they encourage their children to break
them.
2. Supporting a thesis statement
In order to communicate an idea effectively, a thesis statement must be well supported with credible
data. As soon as a thesis statement has been created, you must find evidence to support it.
Example:
Thesis: Students who take art and music classes in high school are happier and more successful
than those who do not.
Evidence: In a study of 60 high school seniors, those who participate in 3-4 hours of art and
music per week achieve grade point averages 2-3 points higher than their classmates.
Evidence: In a survey of 50 high school students, students who participate in 5-6 hours of art and
music per week report lower levels of stress than those who do not.
Evidence: According to college admissions statistics from five local universities, students who
take art and music classes in high school are twice as likely to be accepted to top ranked colleges
and universities as those who do not.
3. Creating a persuasive argument
You can develop a persuasive argument in the following way:
Determine alternative positions to the ones they are considering;
Decide which position they identify with most;
Finally, gather additional data to support that statement.
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eDay Lessons
Globalization
Once you have followed this process, you can then use a basic outline to frame the presentation of
your persuasive argument:
Reason #1 - (with data)
Reason #2 - (with data)
Reason #3 - (with data)
4. Strengthening a weak thesis
Examine the following sample chart and note the difference in the weak and stronger thesis
statements.
Weak Thesis
Stronger Thesis
Possible Supporting
Evidence
Students should take
more art and music
classes.
Students who take art
and music classes are
happier, more
academically
successful students.
Students who take art
and music classes
receive higher grades
than those who do not.
Specific Data to Serve
as Supporting
Evidence
In a study of 60
graduating high school
seniors, students who
participate in 3-4 hours
of art and music per
week achieve grade
point averages of 2-3
points higher than
those who do not.
5. Practice Refuting a Thesis
Look critically at thesis statements and understand that, just as you are called upon to defend thesis
statements, you may also be called upon to refute them. To refute a thesis, a writer might either find
"holes" in the argument presented (point out ways that the thesis is unsupported or untrue), or
prepare and present a counterargument (develop evidence that proves an alternative position).
For example, suppose you encountered the following claim:
Thesis: The United States took appropriate action when it ordered the internment of JapaneseAmericans during World War II.
What counter argument and supporting evidence could refute this thesis?
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Columbus City Schools
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