{"id":5500,"date":"2022-03-23T21:49:39","date_gmt":"2022-03-23T21:49:39","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/?post_type=chapter&#038;p=5500"},"modified":"2022-08-21T00:51:39","modified_gmt":"2022-08-21T00:51:39","slug":"supporting-claims-with-evidence","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/supporting-claims-with-evidence\/","title":{"raw":"Supporting Claims With Evidence","rendered":"Supporting Claims With Evidence"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Support historical arguments with evidence from sources<\/li>\r\n<\/ul>\r\n<\/div>\r\nOn the previous page, we learned how to identify and create a claim and a thesis statement for a historical argument. When authoring a historical research paper, the next steps involve supporting your thesis statement by synthesizing your research.\r\n<h2>Supporting Your Argument<\/h2>\r\nRemember, an argument is only an argument if you can give reasons why you think it's true. These reasons\u00a0<strong>support<\/strong> the thesis claim, which sums up the point of the argument. The supports will be found in the paragraphs of the essay. To locate them, we can look for the \"key sentences\" of the paragraph. A key sentence sometimes called a \"topic sentence,\" will\u00a0establish the paragraph's main point. It also helps connect the paragraph to the overall argument.\r\n\r\nLet's look at an example. Here is more of the example essay we began on the previous page, which argues that, yes,\u00a0New Deal spending and programs succeeded in restoring American capitalism during the Great Depression, and the government should have spent more money to help the New Deal succeed.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Sample Essay #2<\/h3>\r\n<em>Note that the thesis statement is highlighted in blue, and some supporting reasons connected to their claim are detailed in the second paragraph. The end of the second paragraph concludes with a key sentence that connects the paragraph to the argument.<\/em>\r\n<p id=\"fs-idm238874640\">When President Franklin Delano Roosevelt gave his inaugural address on March 4, 1933, America was in the midst of financial collapse. Banking holidays closed banks in 28 states, and investors traded their dollars for gold to have tangible wealth. The president reassured Americans, \"This great Nation will endure as it has endured and will revive and will prosper.\" He listed three goals to shore up capitalism through his New Deal: banking regulation, laws to curb speculation, and the establishment of a sound currency basis. <span style=\"background-color: #00ffff;\">Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal's economic practices and spending helped create recovery and restore capitalism.<\/span><\/p>\r\n<p id=\"fs-idm234830432\">By the time Roosevelt was inaugurated in the spring of 1933, almost 5,500 banks had failed, and, in many cases, their customers had lost their deposits and life savings. Therefore, Roosevelt's first task was to restore confidence in the banking system, so on March 6, he declared a four-day national bank holiday. While banks were closed, Congress quickly approved the Emergency Banking Relief Act to audit the financial viability of banks and provide emergency currency. When banks reopened, the federal government guaranteed that banks were safe, and deposits outnumbered withdrawals. The following month, Roosevelt banned the use of gold for foreign exchange and increased its price to increase the U.S. gold supply and thereby causing inflation in a depressed economy suffering deflation. By June 1933, legislation required full disclosure for stock sales, and the Glass-Steagall Act separated consumer and investment banking to prevent bank speculation with consumer deposits. Congress created the Securities and Exchange Commission to regulate the stock market. <span style=\"background-color: #ffff00;\">These measures restored Americans' faith in the financial system.<\/span><\/p>\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/77e36b28-1dbc-4f29-9a95-86b86d23273a\r\n\r\n<\/div>\r\n<h2>Synthesizing Evidence<\/h2>\r\nAt this point in the writing process, you have a claim and a thesis statement. You can now turn to synthesizing your evidence and presenting the historical context. Turn to your research and pull out the evidence that supports your claim. Cite your sources as you piece together the evidence. To do that, you'll pull in information from your sources by paraphrasing, summarizing, or quoting from elsewhere (remember to use quotes sparingly!). When you are ready to write the body paragraphs of your essay, remember to:\r\n<ul>\r\n \t<li>Present your evidence in a clear and compelling sequence.<strong>\u00a0<\/strong>Situate your evidence in an order that takes your reader step-by-step through your argument. Make sure that the examples you've chosen address your thesis and that they aren't broad generalizations.<\/li>\r\n \t<li>Contextualize your evidence. Do you situate your evidence and research into the historical context? Don't drop in quotes or summaries from elsewhere without explaining them and connecting them to your claim.<\/li>\r\n<\/ul>\r\n<div class=\"textbox exercises\">\r\n<h3>Link to learning: Essay outline<\/h3>\r\nYou can see an outline of an essay about the New Deal on page 3 of <a href=\"https:\/\/www.wm.edu\/as\/history\/undergraduateprogram\/hwrc\/handouts\/handouts\/writingahistorypaperexampleessay.pdf\" target=\"_blank\" rel=\"noopener\">this writing guide<\/a>.\r\n\r\n<\/div>\r\nLet's take a look at another example. During the Great Recession of 2008 and 2009, a U.S. Senate Committee on Banking, Housing, and Urban Affairs held a meeting with expert economists and historians to understand better what actions the government took to fight the Great Depression and what relevant lessons to the recession. One of the attendees was historian Allan Winkler. Read a passage from his prepared statement, keeping an eye out for how he both makes claims about the New Deal and uses evidence to support his arguments.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>The New Deal: Accomplishments and Failures<\/h3>\r\nOverall, what did the New Deal do?\r\n\r\nFirst, it addressed the unemployed. A Federal Emergency Relief Administration provided direct assistance to the states to pass it on to those out of work. The following winter, a work-relief program provided jobs in the brief period it existed. Then, in 1935, FDR created the Works Progress Administration, which paid all kinds of people, including artists, actors, and authors, to work and build new schools, bridges, and other structures around the country. It was expensive, to be sure, but it made a substantial economic and emotional difference to the people it assisted.\r\n\r\nSecond, the New Deal sought to do something to promote recovery. The National Recovery Administration attempted to check unbridled competition, driving prices down and contributing to a deflationary spiral. It tried to stabilize wages, prices, and working hours through detailed codes of fair competition. Meanwhile, the Agricultural Adjustment Administration sought to stabilize prices in the farm sector by paying farmers to produce less.\r\n\r\nFinally, throughout the New Deal, the administration addressed questions of structural reform. The Wagner Act, which created the National Labor Relations Board in 1935, was a monumental step forward in giving workers the right to bargain collectively and to arrange for fair and open elections to determine a bargain agent if laborers so chose. The Social Security Act the same year was, in many ways, one of the most important New Deal measures in providing security for those reaching old age with a self-supporting plan for retirement pensions. But there were other reform measures as well. The Securities and Exchange Commission and Federal Deposit Insurance Corporation were new. And the Glass-Steagall Act, only recently repealed with frightful consequences, separated commercial and investment banking.\r\n<h4>Identifying Claims<\/h4>\r\nBefore we explore the supporting evidence, what claims is the author making about the New Deal?\r\n\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\n&nbsp;\r\n\r\n[reveal-answer q=\"887865\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\" 887865\"]The author makes several claims: The New Deal addressed unemployment, sought to promote economic recovery and addressed structural reform issues.[\/hidden-answer]\r\n<h4>Gathering Supporting Evidence<\/h4>\r\nThe speaker claims that the New Deal addressed unemployment. What supporting evidence does he use to back up that claim?\r\n\r\n[practice-area rows=\"3\"][\/practice-area]\r\n\r\n&nbsp;\r\n\r\n[reveal-answer q=\"240819\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"240819\"]\r\n\r\nThe speaker cites the direct assistance that the Federal Emergency Relief Administration provided to states as one piece of supporting evidence for the claim that the New Deal addressed unemployment. Notice, too, that the speaker offers many pieces of supporting evidence to argue for his claim, not just one piece of supporting evidence.\r\n\r\n[\/hidden-answer]\r\n\r\n<\/div>\r\nIn the section above, Dr. Winkler highlighted the good brought about by the New Deal. That was just one section of his larger argument. His thesis statement was actually this:\r\n<ul>\r\n \t<li>[The New Deal]\u00a0was a multi-faceted attempt to deal with different elements of the catastrophe in ways that sometimes seemed haphazard and occasionally contradictory. On balance, though, the New Deal enjoyed some notable accomplishments, even if it failed to promote full-scale economic recovery.<\/li>\r\n<\/ul>\r\nThis tends to be the general sentiment of most historians today, who argue that the New Deal programs made an impact but that government spending accelerated by World War II ended the Great Depression.\r\n<h2>Putting It Together<\/h2>\r\nNow that you've learned about creating a thesis statement and supporting your claims with evidence, you are well on completing a research assignment or writing an essay. It's always a good idea to put your argument and supporting details together in an outline before you begin. See the example essay outline\u00a0to see a standard structure for argumentative essays.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Example Argumentative Essay Outline<\/h3>\r\n<ol>\r\n \t<li class=\"p2\"><span class=\"s1\">Introduction<\/span>\r\n<ul>\r\n \t<li class=\"p2\"><span class=\"s1\">provides background information on the topic<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">states of your position on the topic (thesis)<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">summarizes arguments\u00a0<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Body paragraphs<\/span>\r\n<ul>\r\n \t<li class=\"p2\"><span class=\"s1\">Paragraph 1<\/span>\r\n<ol>\r\n \t<li class=\"p2\"><span class=\"s1\">Topic sentence outlining the first claim<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Sentences giving explanations and providing evidence to support the topic sentence<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Concluding sentence \u2013 link to next paragraph<\/span><\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Paragraph 2 (or more)<\/span>\r\n<ol>\r\n \t<li class=\"p2\"><span class=\"s1\">Topic sentence outlining the second claim<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Sentences giving explanations and providing evidence to back the topic sentence<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Concluding sentence \u2013 link to next paragraph<\/span><\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Paragraph 3: rebuttal\r\n<ul>\r\n \t<li>Topic sentence outlining any possible counterarguments<\/li>\r\n \t<li>Provide evidence to refute counterarguments<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Conclusion<\/span>\r\n<ul>\r\n \t<li class=\"p2\"><span class=\"s1\">Summary of the main points of the body<\/span><\/li>\r\n \t<li class=\"p2\"><span class=\"s1\">Restatement of the\u00a0position<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"p2\">Bibliography \/ Works Cited<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Activity #2<\/h3>\r\nPicking one of the thesis statements about your historical figure from the previous activity, create an essay outline supporting your thesis statement using supporting evidence. It can be a simplified version of the outline above, like this:\r\n<ol>\r\n \t<li>Thesis statement:\r\n<ol>\r\n \t<li>Body paragraph claim #1:\r\n<ol>\r\n \t<li>Supporting evidence for claim:<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Body paragraph claim #2:\r\n<ol>\r\n \t<li>Supporting evidence for claim:<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t<li>Body paragraph claim #3:\r\n<ol>\r\n \t<li>Supporting evidence for claim:<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\nUse the space below to jot down your ideas.\r\n\r\n[practice-area rows=\"6\"][\/practice-area]\r\n\r\n<\/div>\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Glossary<\/h3>\r\n<strong>Primary source:\u00a0<\/strong>a first-hand or contemporary source of an event or topic.\r\n\r\n<strong>Secondary source: <\/strong>relates or discusses information originally presented elsewhere. A secondary source gives information about a primary source and typically involves generalization, analysis, interpretation, and evaluation of the original information.\r\n\r\n<strong>Thesis statement<\/strong>: a statement of the topic of the piece of writing and the angle the writer has on that topic\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Support historical arguments with evidence from sources<\/li>\n<\/ul>\n<\/div>\n<p>On the previous page, we learned how to identify and create a claim and a thesis statement for a historical argument. When authoring a historical research paper, the next steps involve supporting your thesis statement by synthesizing your research.<\/p>\n<h2>Supporting Your Argument<\/h2>\n<p>Remember, an argument is only an argument if you can give reasons why you think it&#8217;s true. These reasons\u00a0<strong>support<\/strong> the thesis claim, which sums up the point of the argument. The supports will be found in the paragraphs of the essay. To locate them, we can look for the &#8220;key sentences&#8221; of the paragraph. A key sentence sometimes called a &#8220;topic sentence,&#8221; will\u00a0establish the paragraph&#8217;s main point. It also helps connect the paragraph to the overall argument.<\/p>\n<p>Let&#8217;s look at an example. Here is more of the example essay we began on the previous page, which argues that, yes,\u00a0New Deal spending and programs succeeded in restoring American capitalism during the Great Depression, and the government should have spent more money to help the New Deal succeed.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Sample Essay #2<\/h3>\n<p><em>Note that the thesis statement is highlighted in blue, and some supporting reasons connected to their claim are detailed in the second paragraph. The end of the second paragraph concludes with a key sentence that connects the paragraph to the argument.<\/em><\/p>\n<p id=\"fs-idm238874640\">When President Franklin Delano Roosevelt gave his inaugural address on March 4, 1933, America was in the midst of financial collapse. Banking holidays closed banks in 28 states, and investors traded their dollars for gold to have tangible wealth. The president reassured Americans, &#8220;This great Nation will endure as it has endured and will revive and will prosper.&#8221; He listed three goals to shore up capitalism through his New Deal: banking regulation, laws to curb speculation, and the establishment of a sound currency basis. <span style=\"background-color: #00ffff;\">Roosevelt shored up the financial sector through regulation to restore the public trust that mismanaged banks, and financial speculators had destroyed. His New Deal gave the federal government regulatory responsibility to smooth economic downturns. Over the next eight years, the New Deal&#8217;s economic practices and spending helped create recovery and restore capitalism.<\/span><\/p>\n<p id=\"fs-idm234830432\">By the time Roosevelt was inaugurated in the spring of 1933, almost 5,500 banks had failed, and, in many cases, their customers had lost their deposits and life savings. Therefore, Roosevelt&#8217;s first task was to restore confidence in the banking system, so on March 6, he declared a four-day national bank holiday. While banks were closed, Congress quickly approved the Emergency Banking Relief Act to audit the financial viability of banks and provide emergency currency. When banks reopened, the federal government guaranteed that banks were safe, and deposits outnumbered withdrawals. The following month, Roosevelt banned the use of gold for foreign exchange and increased its price to increase the U.S. gold supply and thereby causing inflation in a depressed economy suffering deflation. By June 1933, legislation required full disclosure for stock sales, and the Glass-Steagall Act separated consumer and investment banking to prevent bank speculation with consumer deposits. Congress created the Securities and Exchange Commission to regulate the stock market. <span style=\"background-color: #ffff00;\">These measures restored Americans&#8217; faith in the financial system.<\/span><\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_77e36b28-1dbc-4f29-9a95-86b86d23273a\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/77e36b28-1dbc-4f29-9a95-86b86d23273a?iframe_resize_id=assessment_practice_id_77e36b28-1dbc-4f29-9a95-86b86d23273a\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Synthesizing Evidence<\/h2>\n<p>At this point in the writing process, you have a claim and a thesis statement. You can now turn to synthesizing your evidence and presenting the historical context. Turn to your research and pull out the evidence that supports your claim. Cite your sources as you piece together the evidence. To do that, you&#8217;ll pull in information from your sources by paraphrasing, summarizing, or quoting from elsewhere (remember to use quotes sparingly!). When you are ready to write the body paragraphs of your essay, remember to:<\/p>\n<ul>\n<li>Present your evidence in a clear and compelling sequence.<strong>\u00a0<\/strong>Situate your evidence in an order that takes your reader step-by-step through your argument. Make sure that the examples you&#8217;ve chosen address your thesis and that they aren&#8217;t broad generalizations.<\/li>\n<li>Contextualize your evidence. Do you situate your evidence and research into the historical context? Don&#8217;t drop in quotes or summaries from elsewhere without explaining them and connecting them to your claim.<\/li>\n<\/ul>\n<div class=\"textbox exercises\">\n<h3>Link to learning: Essay outline<\/h3>\n<p>You can see an outline of an essay about the New Deal on page 3 of <a href=\"https:\/\/www.wm.edu\/as\/history\/undergraduateprogram\/hwrc\/handouts\/handouts\/writingahistorypaperexampleessay.pdf\" target=\"_blank\" rel=\"noopener\">this writing guide<\/a>.<\/p>\n<\/div>\n<p>Let&#8217;s take a look at another example. During the Great Recession of 2008 and 2009, a U.S. Senate Committee on Banking, Housing, and Urban Affairs held a meeting with expert economists and historians to understand better what actions the government took to fight the Great Depression and what relevant lessons to the recession. One of the attendees was historian Allan Winkler. Read a passage from his prepared statement, keeping an eye out for how he both makes claims about the New Deal and uses evidence to support his arguments.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>The New Deal: Accomplishments and Failures<\/h3>\n<p>Overall, what did the New Deal do?<\/p>\n<p>First, it addressed the unemployed. A Federal Emergency Relief Administration provided direct assistance to the states to pass it on to those out of work. The following winter, a work-relief program provided jobs in the brief period it existed. Then, in 1935, FDR created the Works Progress Administration, which paid all kinds of people, including artists, actors, and authors, to work and build new schools, bridges, and other structures around the country. It was expensive, to be sure, but it made a substantial economic and emotional difference to the people it assisted.<\/p>\n<p>Second, the New Deal sought to do something to promote recovery. The National Recovery Administration attempted to check unbridled competition, driving prices down and contributing to a deflationary spiral. It tried to stabilize wages, prices, and working hours through detailed codes of fair competition. Meanwhile, the Agricultural Adjustment Administration sought to stabilize prices in the farm sector by paying farmers to produce less.<\/p>\n<p>Finally, throughout the New Deal, the administration addressed questions of structural reform. The Wagner Act, which created the National Labor Relations Board in 1935, was a monumental step forward in giving workers the right to bargain collectively and to arrange for fair and open elections to determine a bargain agent if laborers so chose. The Social Security Act the same year was, in many ways, one of the most important New Deal measures in providing security for those reaching old age with a self-supporting plan for retirement pensions. But there were other reform measures as well. The Securities and Exchange Commission and Federal Deposit Insurance Corporation were new. And the Glass-Steagall Act, only recently repealed with frightful consequences, separated commercial and investment banking.<\/p>\n<h4>Identifying Claims<\/h4>\n<p>Before we explore the supporting evidence, what claims is the author making about the New Deal?<\/p>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>&nbsp;<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q887865\">Show Answer<\/span><\/p>\n<div id=\"q 887865\" class=\"hidden-answer\" style=\"display: none\">The author makes several claims: The New Deal addressed unemployment, sought to promote economic recovery and addressed structural reform issues.<\/div>\n<\/div>\n<h4>Gathering Supporting Evidence<\/h4>\n<p>The speaker claims that the New Deal addressed unemployment. What supporting evidence does he use to back up that claim?<\/p>\n<p><textarea aria-label=\"Your Answer\" rows=\"3\"><\/textarea><\/p>\n<p>&nbsp;<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q240819\">Show Answer<\/span><\/p>\n<div id=\"q240819\" class=\"hidden-answer\" style=\"display: none\">\n<p>The speaker cites the direct assistance that the Federal Emergency Relief Administration provided to states as one piece of supporting evidence for the claim that the New Deal addressed unemployment. Notice, too, that the speaker offers many pieces of supporting evidence to argue for his claim, not just one piece of supporting evidence.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>In the section above, Dr. Winkler highlighted the good brought about by the New Deal. That was just one section of his larger argument. His thesis statement was actually this:<\/p>\n<ul>\n<li>[The New Deal]\u00a0was a multi-faceted attempt to deal with different elements of the catastrophe in ways that sometimes seemed haphazard and occasionally contradictory. On balance, though, the New Deal enjoyed some notable accomplishments, even if it failed to promote full-scale economic recovery.<\/li>\n<\/ul>\n<p>This tends to be the general sentiment of most historians today, who argue that the New Deal programs made an impact but that government spending accelerated by World War II ended the Great Depression.<\/p>\n<h2>Putting It Together<\/h2>\n<p>Now that you&#8217;ve learned about creating a thesis statement and supporting your claims with evidence, you are well on completing a research assignment or writing an essay. It&#8217;s always a good idea to put your argument and supporting details together in an outline before you begin. See the example essay outline\u00a0to see a standard structure for argumentative essays.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Example Argumentative Essay Outline<\/h3>\n<ol>\n<li class=\"p2\"><span class=\"s1\">Introduction<\/span>\n<ul>\n<li class=\"p2\"><span class=\"s1\">provides background information on the topic<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">states of your position on the topic (thesis)<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">summarizes arguments\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p2\"><span class=\"s1\">Body paragraphs<\/span>\n<ul>\n<li class=\"p2\"><span class=\"s1\">Paragraph 1<\/span>\n<ol>\n<li class=\"p2\"><span class=\"s1\">Topic sentence outlining the first claim<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">Sentences giving explanations and providing evidence to support the topic sentence<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">Concluding sentence \u2013 link to next paragraph<\/span><\/li>\n<\/ol>\n<\/li>\n<li class=\"p2\"><span class=\"s1\">Paragraph 2 (or more)<\/span>\n<ol>\n<li class=\"p2\"><span class=\"s1\">Topic sentence outlining the second claim<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">Sentences giving explanations and providing evidence to back the topic sentence<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">Concluding sentence \u2013 link to next paragraph<\/span><\/li>\n<\/ol>\n<\/li>\n<li>Paragraph 3: rebuttal\n<ul>\n<li>Topic sentence outlining any possible counterarguments<\/li>\n<li>Provide evidence to refute counterarguments<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li class=\"p2\"><span class=\"s1\">Conclusion<\/span>\n<ul>\n<li class=\"p2\"><span class=\"s1\">Summary of the main points of the body<\/span><\/li>\n<li class=\"p2\"><span class=\"s1\">Restatement of the\u00a0position<\/span><\/li>\n<\/ul>\n<\/li>\n<li class=\"p2\">Bibliography \/ Works Cited<\/li>\n<\/ol>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Activity #2<\/h3>\n<p>Picking one of the thesis statements about your historical figure from the previous activity, create an essay outline supporting your thesis statement using supporting evidence. It can be a simplified version of the outline above, like this:<\/p>\n<ol>\n<li>Thesis statement:\n<ol>\n<li>Body paragraph claim #1:\n<ol>\n<li>Supporting evidence for claim:<\/li>\n<\/ol>\n<\/li>\n<li>Body paragraph claim #2:\n<ol>\n<li>Supporting evidence for claim:<\/li>\n<\/ol>\n<\/li>\n<li>Body paragraph claim #3:\n<ol>\n<li>Supporting evidence for claim:<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>Use the space below to jot down your ideas.<\/p>\n<p><textarea aria-label=\"Your Answer\" rows=\"6\"><\/textarea><\/p>\n<\/div>\n<div class=\"textbox learning-objectives\">\n<h3>Glossary<\/h3>\n<p><strong>Primary source:\u00a0<\/strong>a first-hand or contemporary source of an event or topic.<\/p>\n<p><strong>Secondary source: <\/strong>relates or discusses information originally presented elsewhere. A secondary source gives information about a primary source and typically involves generalization, analysis, interpretation, and evaluation of the original information.<\/p>\n<p><strong>Thesis statement<\/strong>: a statement of the topic of the piece of writing and the angle the writer has on that topic<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-5500\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Historical Hack: Crafting Historical Arguments.. <strong>Authored by<\/strong>: Kaitlyn Connell for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Historical Hack: Crafting Historical Arguments.. <strong>Authored by<\/strong>: Yasmin Forbes for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Common essay structures. <strong>Provided by<\/strong>: Lumen Learning. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/common-essay-structures\/\">https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/common-essay-structures\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Allan M. Winkler Prepared Statement given on March 31, 2009. <strong>Authored by<\/strong>: Allan M. Winkler. <strong>Provided by<\/strong>: U.S. Senate. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.govinfo.gov\/content\/pkg\/CHRG-111shrg53161\/pdf\/CHRG-111shrg53161.pd\">https:\/\/www.govinfo.gov\/content\/pkg\/CHRG-111shrg53161\/pdf\/CHRG-111shrg53161.pd<\/a>. <strong>Project<\/strong>: Committee on Banking, Housing, and Urban Affairs. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":169554,"menu_order":14,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Historical Hack: Crafting Historical Arguments.\",\"author\":\"Kaitlyn Connell for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Historical Hack: Crafting Historical Arguments.\",\"author\":\"Yasmin Forbes for Lumen Learning\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Allan M. Winkler Prepared Statement given on March 31, 2009\",\"author\":\"Allan M. 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