Argumentative Essay on War Text

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Heard about this little thing called the iraq war. Right? well around these parts it’s kind of a big deal, and in these parts being the good old united states of america! everyone should already know that it takes two to tango, and that’s no different from a war there is always some cause or event has. Anyway, the implanting of the league of the nation was too weak to prevent the outbreak of the second world war moreover, this league still could not forbid the utility of weapons that release great threat and suffering to human being.

Essay Topics Eveline

It is the teacher's responsibility to preread the texts that will be used in class to decide which are appropriate for the current school population. Teachers can change out any texts listed in the bibliography section for texts containing similar information that are already in the class or school library. This website explains the strategy: w.jigsaw.org/overview.htm english language arts objectives: by the end of the unit:

each student will compare different genres' presentations of events. Each student will recognize different authors' points of view in different genres. Each student will be able to research an essential question and compile evidence to make conclusions for a claim.

Each student will write an argumentative essay including basic bibliographic information. social studies objectives: by the end of the unit:

each student will understand causes and effects from world war i and world war ii. Start reading number the stars by lois lowry as a class read aloud day one:
    gallery picture walk set up pictures of wwi and wwii around the classroom, use books 1, 2, 3, and 4 from the bibliography section give the following prompt: as you go on a silent walk around the room look at the pictures and write a short description of what you see. Small groups students share their descriptions of the pictures with their small group and the group chooses the most descriptive one to share with the class. Open class question what common words do we hear in these descriptions? individual work what questions do these pictures make you have? write two questions to share. Small groups each person shares the two questions and the small group decides on three questions to share with the class. Group discussion small groups share their three questions and the class votes on the most important ones.

    Write these questions on a poster to hang in the room for the remainder of the unit.

quote: the first half of the 20th century was dominated by world wide conflict. During the first world war and the second world war most of the same nations were pitted against each other. To some, this made it seem like one long war, with a 20 year lull between fighting. But the final outcome was not what many of the leading players on either side would have hoped for or expected.

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In seeking to defend or increase their power, britain, france and germany lost their dominant position to the united states and soviet russia. 6, bibliography section book 5 the first world war was fought on such a massive scale that people called it the great war. Never before had any war been fought on so many battlefields, with such a vast array of powerful and destructive weapons, and resulted in so many deaths. It began in europe, but countries from around the world were soon dragged into the fighting. The war lasted for four dark years and a staggering 65 million men were mobilized to fight.

The terrible impact of the war sparked revolutions, toppled once great empires and changed the political map of europe forever. 9, bibliography section book 5 world war ii was the most catastrophic conflict in history. Fought between two opposing alliances, known as the allies and the axis, the war began on september 1, 1939, when germany invaded poland. It ended six years and a day later with the official surrender of germany's ally japan on september 2, 1945. 124, bibliograpy section book 5 essential question 1 write the following question on the front board: what were the contributing factors causes to the beginning of wwi and wwii? teacher think aloud read p. 6 9 of book 6 in the bibliography section and list the contributing factors causes of war that you see in those pages. Look for similarities and differences in the causes of both wars? what are the common causes of war that the class sees? graphic organizer hand out the cause/effect graphic organizer.

As a class right the essential question at the top of the organizer and fill out the common causes. See attachment 1 in the materials section save graphic organizer to use later in the unit. Follow hillocks suggestions for what makes a good mascot and complete the activity with your class. I would use a new school close to your area as the school and choose mascots that students will know their characteristics. Most utah students are unaware of what the characteristics of these mascots would be. Follow hillocks suggestions for a picture is worth a thousand words and complete the activity with your class.

    essential question 2: write is war ever justified? on the front board.

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    As we go through the unit i want you to look for evidence to answer this question for you. You are going to explore how you feel and make a decision for the essential question. Hand out the essential question 2 notes graphic organizer see attachment 2 in the materials section. Using your notes on common causes of war from day two, fill out the first section before causes of your graphic organizer deciding if you want to put the common causes under the no or the yes column. 4 15

    selections from book 8 bibliography section selections from book 9 bibliography section selections from book 10 more complex bibliography section book 11 more complex bibliography section book 12 less complex bibliography section:margaret davidson p.

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    205 208

    book 13 bibliography section book 14 bibliography section book 15 more complex bibliography section book 16 less complex bibliography section
    book 17 bibliography section: read foreword as an introduction together as a class p.
    group discussion hand out the genre point of view graphic organizer see attachment 7 in the materials section. Project teacher's copy using a document camera or an overhead on the front board. Small group work allow small groups time to write what books they read under the genre column and complete the graphic organizer together. Group discussion bring the class back together and have a whole class discussion using the information the students wrote in small groups.
    small groups read in small groups from book 5 bibliography section, wwi p. 15 17, add justifications for each effect of war in the no or yes column of your essential question 2 graphic organizer in the after results/effects section.

    Group discussion discuss how to transfer your after results/effects section ideas to the cause/effect graphic organizer.

    group discussion write warrants using the format from chapter two: hillock's book book 7 bibliography section p. 60 65 for the essential question: is war ever justified? group discussion we are going to write an argumentative essay for our essential question. Write what does the word argument mean? pair share discuss the question with a partner. Group discussion pairs share with the whole class their answers for the question.
show students the following quote from the common core see bibliography section , arguments are used for many purposes to change the reader's point of view, to bring about some action on the reader's part, or to ask the reader to accept the writer's explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer's position, belief, or conclusion is valid.