Download The SEEC Formula for Writing World History Extended Responses

The SEEC Formula for Writing
Social Studies Extended Responses
Topic Sentence (TopS) – One sentence restating and answering
the prompt. Every other sentence in the paragraph must
support this statement.
Evidence
- This is the historical position, example, or proof that
you offer in order to back up your statement. This is your right
answer. Many times, the evidence can be merged with the topic
sentence.
Explanation – In your words, explain how your chosen evidence
supports the topic sentence. This is where you will further
develop the evidence by elaborating on your historical position,
example, or proof. This should be a minimum of two sentences.
Explanations are often definitions followed by examples. Better
to have too much explanation than too little. In social studies,
we show, what we know.
Conclusion – One sentence summarizing your argument.
At the
very least another restatement of the prompt. Conclusions
often begin with; thus, therefore, lastly, in summation, or in
conclusion.
If the prompt asks for two examples, you will then repeat this
process, starting a new paragraph for your second example.
Students should be encouraged to avoid pronouns.
Sample Question 1. In 1492, Copernicus, a Polish scientist, observed through nightly observations that the
earth revolved around the sun challenging the established geocentric universe belief. Copernicus chose to
keep his scientific findings a secret because he feared the reaction of the Catholic Church. Cite and explain
two reasons why the church would oppose Copernicus ideas, rather than supporting his scientific findings.
Sample Topic Sentence from Question 1. The church would oppose Copernicus for two fundamental
reasons.
Statement – One sentence to elaborate on the message you are trying to convey in the TopS.
Sample Statement 1 for Question 1. The church would oppose Copernicus findings because they would see
a heliocentric universe as a challenge to the existence of God.
Evidence
- This is the historical position, example, or proof that you take in order to back up your
statement.
Sample Evidence 1 for Question 1. The church feared that if people believed the earth was not the center of
the universe, they would no longer believe in God.
Explanation – In your words, explain how your chosen evidence supports the topic sentence.
This is where
you will further develop the evidence by elaborating on your historical position, example, or proof. This
should be a minimum of two sentences.
Sample Explanation 1 for Question 1. The Church believed that if God created all living things, he would
likewise, make sure that the earth is the center of the universe and all the planets and the sun would
revolve around it. The Church feared that if people no longer believed in an earth centered universe, the
people’s faith would be weakened.
Conclusion – One sentence summarizing your argument
Sample Conclusion 1 for Question 1. Thus, they would see Copernicus’s observations as a challenge to the
existence of God himself.
Statement – One sentence to elaborate on the message you are trying to convey in the TopS.
Sample Statement 2 for Question 1. The church would also oppose Copernicus’s findings because the
church feared that it would weaken their power over the people of Europe.
Evidence
- This is the historical position, example, or proof that you take in order to back up your
statement.
Sample Evidence 2 for Question 1. The church, during the enlightenment, had long been a source of
answers and explanations for the people.
Explanation – In your words, explain how your chosen evidence supports the topic sentence.
This is where
you will further develop the evidence by elaborating on your historical position, example, or proof. This
should be a minimum of two sentences.
Sample Explanation 2 for Question 1. The Church feared that if the people turned to science for answers,
the Church would no longer be needed. The Church saw scientific discoveries as diminishing their power
over the people.
Conclusion – One sentence summarizing your argument
Sample Conclusion 2 for Question 1. In the end, the church and religious institutions saw science as a
challenge to their authority and power.
In 1492, Copernicus, a Polish scientist, observed through
nightly observations that the earth revolved around the
sun challenging the established geocentric universe belief.
Copernicus chose to keep his scientific findings a secret
because he feared the reaction of the Catholic Church.
Cite and explain two reasons why the church would
oppose Copernicus ideas, rather than supporting his
scientific findings.
The church would oppose Copernicus for two fundamental
reasons. The church would oppose Copernicus findings because the
Church would see a heliocentric universe as a challenge to the existence
of God. The Church believed that if God created all living things, he
would likewise, make sure that the earth is the center of the universe
and all the planets and the sun would revolve around it. The Church
feared that if people no longer believed in an earth centered universe,
the people’s faith would be weakened. Thus, they would see
Copernicus’s observations as a challenge to the existence of God
himself.
The church would also oppose Copernicus’s findings because the
church feared that it would weaken their power over the people of
Europe. The Church feared that if the people turned to science for
answers, the Church would no longer be needed. The church saw
scientific discoveries as diminishing their power over the people. In the
end, the church and religious institutions saw science as a challenge to
their authority and power.
SEEC Lesson 1
Learning Target – Students will understand and acquire the skill of the SEEC method of writing effective
social studies extended responses.
Materials – 4 blue, 4 orange, 4 pink, and 4 yellow highlighters. Overhead and transparency of the prompt
and the essay.
Procedure – Pass out a copy of the question and the response. Pass out highlighters to each of the four
groups. In four groups, students should read the prompt and the extended response to the question. They
can either do this silently or as a group. From there, students need to identify what sentences of the
extended responses are matching the SEEC label.
TopS – Pink
Evidence – Green
Explanation – Blue
Conclusion - Orange
After the groups are finished labeling the extended responses, the teacher can have each of the groups
share what labels they found.
The enlightenment philosopher, John Locke, wrote that government can never
take away an individual’s right to life, liberty, and property. Locke would serve as
an inspiration to our founding fathers and their creation of the US Constitution and
American democracy. However, some historians argue that the founding framers
during the Constitutional Convention in 1789 omitted some of Locke’s values from
the original Constitution. Using the concepts of life, liberty, and property and the
US Constitution, cite one example where the framers stayed true to Locke’s belief.
In addition, cite one example where the founding fathers fell short of
implementing Locke’s principles within the original Constitution.
The founding fathers were most certainly influenced by the writings of the
enlightenment philosopher John Locke. His philosophies served as a compass in creating the
framework for our democratic government. Perhaps, the greatest example of Locke’s
principles being implemented is Locke’s idea of property and the Constitutional principal of
copyrights. The framers felt so strongly about individual ownership that they allowed
Congress to protect intellectual property by acquiring patents and copyrights. The US
Constitution sets up a framework where individuals’ accomplishments and inventions can be
protected from theft from other individuals as well as the government itself. Because of John
Locke’s words, individual property rights are protected.
Conversely, the framers stopped short of completely adopting all of Locke’s principles
within the original US Constitution. The most egregious omission of Locke’s words within the
Constitution deals with the concept of liberty. In its original form, the Constitution did not
afford all citizens the freedoms they deserved. African – Americans, Native Americans, and
women were not given the same degrees of freedom that white males were given. Thus,
Locke’s concept of freedom was not truly realized to all members of American society in 1789.
SEEC Lesson 2
Learning Target - Students will understand and acquire the skill of the SEEC method of writing effective
social studies extended responses.
Materials – Essay prompt and organization sheet. Overhead and transparency
Procedure – Students should respond to the prompt using the SEEC organizational framework. The teacher
can collect the responses at the end of the period, make transparencies, and then share the responses with
the class the next day. Teachers can also simply have the students share their answers to the class, and the
teacher can build the responses with the class contributions. If the topic is new to the students, the teacher
can allow the students to use their notes or the text to answer the prompt.
The American Revolution and the French
Revolution were both products of the Age of
Enlightenment and the thinkers and philosophers
of that time. However, the revolutions had
unique aspects that made them different in their
organizations and their goals. Cite one similarity
that the French and American Revolution shared
in regards to their organization and / or their
goals. Cite one difference that made these two
revolutions unique to one another in regards to
their organization and / or their goals.
TopS/Evidence
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Explanation 1.
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Conclusion 1.
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TopS/Evidence
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Explanation 2.
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Conclusion 2.
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