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Alcatraz Escape: An Argumentative Essay
Grade 7English21 days
★★★★★
5.0 (1 rating)Alcatraz EscapeArgumentative EssayEvidence AnalysisPersuasive WritingCollaborative DiscussionSource StructureCritical Thinking
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.To what extent was the 1962 Alcatraz escape successful, and how can we construct a convincing argument, using varied sources, to support our position?Essential Questions
Supporting questions that break down major concepts.- Was the Alcatraz escape successful, and what evidence supports or refutes this claim?
- How do different accounts (articles, videos) structure their arguments about the Alcatraz escape, and how does this affect their persuasiveness?
- What makes an argument convincing, and how can we construct our own strong arguments about the Alcatraz escape?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to analyze multiple sources of information about the Alcatraz escape, identifying key claims and evidence.
- Students will be able to evaluate the structure and persuasiveness of different arguments presented in articles and videos.
- Students will be able to construct a well-reasoned argumentative essay that supports a clear point of view about the Alcatraz escape, using relevant evidence and effective reasoning.
- Students will be able to participate in collaborative discussions, sharing their analysis and respectfully considering different perspectives to refine their understanding of the Alcatraz escape and argumentation techniques.
Teacher-Provided Standards
1
Primary
Engage in collaborative discussions about grade-level topics and texts by following rules for collegial discussions, defining individual roles, and setting specific goals; posing questions that elicit elaboration and responding to others with relevant observations; and acknowledging new information expressed by others and, when warranted, modifying their own views.Reason: The project involves collaborative discussions about the Alcatraz escape.
2
Primary
Write arguments that introduce and support a well-defined point of view with appropriate claims, relevant evidence and clear reasoning, demonstrate a keen understanding of the topic or text, and provide a concluding section that follows from the argument presented.Reason: The project requires students to write an argumentative essay about the Alcatraz escape.
6c
Secondary
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and development of ideas.Reason: Students will analyze the structure of different accounts (articles, videos) about the Alcatraz escape.
6d
Primary
Trace the argument and specific claims in texts and assess whether the evidence is sufficient to support the claims.Reason: Students will trace arguments and assess the sufficiency of evidence in texts about the Alcatraz escape.
Entry Events
Events that will be used to introduce the project to studentsThe Alcatraz Mystery Package
A mysterious package arrives at the classroom, containing a partially decoded letter, a grainy photograph of Alcatraz, and a set of cryptic clues related to the escape. Students must work together to decipher the clues, sparking their curiosity about the event and prompting initial research into the history and the escape attempt.The Mysterious Phone Call
Begin with a short, suspenseful audio recording of a fictional phone call reporting a potential sighting of the Alcatraz escapees years after the event. The recording ends abruptly, leaving students with questions and a sense of intrigue, driving them to investigate the evidence and form their own opinions on the escape.Alcatraz Escape Room Challenge
Create a virtual escape room challenge where students navigate a digital model of Alcatraz, solving puzzles and analyzing evidence related to the escape attempt. Successful completion of the escape room requires students to engage with the historical details and begin to form their own hypotheses about the fate of the escapees.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Discussion Norms Contract
Students will form small groups to establish norms for respectful and productive discussions. Each group member will be assigned a specific role (e.g., facilitator, note-taker, questioner, summarizer) to ensure active participation and accountability.Steps
Here is some basic scaffolding to help students complete the activity.1. The teacher will introduce the concept of collaborative discussions and the importance of establishing ground rules.
2. Students will brainstorm rules for respectful and productive discussions (e.g., active listening, one person speaks at a time, respect different opinions).
3. Each group will select or be assigned roles, with clear descriptions of responsibilities for each role.
4. Groups will create a contract outlining agreed-upon rules, roles, and consequences for not adhering to the contract.
Final Product
What students will submit as the final product of the activityA collaboratively created group contract outlining discussion rules, assigned roles, and individual responsibilities.Alignment
How this activity aligns with the learning objectives & standardsAddresses Standard 1 (collaborative discussions): Focuses on establishing ground rules and defining roles within group discussions.Activity 2
Thesis Statement Builder
Students will learn about the key components of an argumentative essay (introduction, claim, reasons, evidence, counterclaims, conclusion) and practice crafting a strong thesis statement related to the Alcatraz escape.Steps
Here is some basic scaffolding to help students complete the activity.1. The teacher will provide a mini-lesson on the structure of an argumentative essay, using examples.
2. Students will brainstorm potential arguments for and against the success of the Alcatraz escape.
3. Students will choose a position (successful or not) and develop a clear thesis statement that reflects their point of view.
4. Students will create a brief outline of the reasons and evidence they will use to support their thesis.
Final Product
What students will submit as the final product of the activityA well-defined thesis statement that takes a clear position on whether the Alcatraz escape was successful or not, along with a brief outline of supporting reasons.Alignment
How this activity aligns with the learning objectives & standardsAddresses Standard 2 (argumentative writing): Introduces the basic structure of an argumentative essay and helps students formulate a clear thesis statement.Activity 3
Source Structure Analysis
Students will analyze two different sources (e.g., a news article and a documentary) about the Alcatraz escape, focusing on how each source structures its argument (e.g., chronological, cause-and-effect, problem-solution).Steps
Here is some basic scaffolding to help students complete the activity.1. The teacher will provide two different sources about the Alcatraz escape (e.g., an article and a video).
2. Students will read/watch each source and identify the main argument and supporting evidence.
3. Students will analyze the structure of each source (e.g., chronological, cause-and-effect, problem-solution).
4. Students will complete a comparative analysis chart, noting the similarities and differences in structure, claims, evidence, and persuasiveness.
Final Product
What students will submit as the final product of the activityA comparative analysis chart that outlines the structure of each source, identifies the key claims and evidence presented, and evaluates the effectiveness of each structure in persuading the audience.Alignment
How this activity aligns with the learning objectives & standardsAddresses Standard 6c (text structure): Students will examine how different sources structure their arguments about the Alcatraz escape and how this impacts their persuasiveness.Activity 4
Evidence Detective Report
Students will trace specific claims made in articles and videos about the Alcatraz escape and assess whether the evidence provided is sufficient to support those claims. They will consider the credibility, relevance, and accuracy of the evidence.Steps
Here is some basic scaffolding to help students complete the activity.1. Students will select a source (article or video) focusing on the Alcatraz escape.
2. Students will identify key claims made in the source.
3. Students will locate the evidence presented to support each claim.
4. Students will evaluate the credibility, relevance, and accuracy of the evidence.
5. Students will write an evidence evaluation report, summarizing their findings and assessing the overall strength of the argument.
Final Product
What students will submit as the final product of the activityAn evidence evaluation report for each source, identifying key claims, assessing the quality and sufficiency of the evidence, and determining the overall strength of the argument.Alignment
How this activity aligns with the learning objectives & standardsAddresses Standard 6d (evidence assessment): Students will evaluate the quality and sufficiency of evidence presented in different sources about the Alcatraz escape.Activity 5
The Great Alcatraz Debate
Students will participate in a debate about whether the Alcatraz escape was successful, using the evidence and analysis they have gathered in previous activities. They will practice active listening, respectful communication, and persuasive argumentation.Steps
Here is some basic scaffolding to help students complete the activity.1. Students will be assigned to a pro or con team (successful vs. unsuccessful escape).
2. Each team will prepare arguments and evidence to support their position.
3. The teacher will facilitate a structured debate, with clear guidelines for opening statements, rebuttals, and closing statements.
4. Students will actively listen to opposing arguments and respond with thoughtful rebuttals.
5. Students will reflect on the debate experience, noting what they learned about the Alcatraz escape and argumentation techniques.
Final Product
What students will submit as the final product of the activityParticipation in a structured debate, demonstrating the ability to present a clear argument, support claims with evidence, and respond to opposing viewpoints.Alignment
How this activity aligns with the learning objectives & standardsAddresses Standard 1 (collaborative discussions) and Standard 2 (argumentative writing): Students will participate in a structured debate, presenting their arguments and engaging with opposing viewpoints.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioThesis Statement Builder Rubric
Category 1
Thesis Statement and Outline Quality
Focuses on the quality and clarity of the thesis statement and the strength of the supporting reasons provided in the outline.Criterion 1
Clarity and Focus of Thesis
Assesses the clarity and focus of the thesis statement regarding the success or failure of the Alcatraz escape.
Exemplary
4 PointsThe thesis statement is exceptionally clear, concise, and directly addresses the central question of the Alcatraz escape's success. It demonstrates a sophisticated understanding of the topic and presents a compelling, focused argument.
Proficient
3 PointsThe thesis statement is clear, focused, and takes a definite position on the success or failure of the Alcatraz escape. It provides a solid foundation for the argument.
Developing
2 PointsThe thesis statement is present but may lack clarity or focus. The position on the Alcatraz escape may be vague or overly broad, requiring further refinement.
Beginning
1 PointsThe thesis statement is missing, unclear, or does not take a position on the success or failure of the Alcatraz escape. There is little to no discernible argument presented.
Criterion 2
Quality of Supporting Reasons
Evaluates the quality and relevance of reasons provided to support the thesis statement.
Exemplary
4 PointsReasons provided are exceptionally relevant, insightful, and convincingly support the thesis statement. Demonstrates sophisticated analysis and critical thinking.
Proficient
3 PointsReasons provided are relevant and logically support the thesis statement. Demonstrates effective analysis and critical thinking.
Developing
2 PointsReasons provided are somewhat relevant but may lack logical connection to the thesis statement or require further elaboration.
Beginning
1 PointsReasons provided are irrelevant, illogical, or do not support the thesis statement. Demonstrates minimal understanding of the topic and argumentation.
Criterion 3
Organization and Structure of Outline
Assesses the organization and structure of the outline, ensuring a logical flow of ideas and a clear presentation of the argument.
Exemplary
4 PointsThe outline is exceptionally well-organized, demonstrating a sophisticated understanding of argumentative structure and a seamless flow of ideas. The structure enhances the clarity and persuasiveness of the argument.
Proficient
3 PointsThe outline is well-organized with a logical flow of ideas, clearly presenting the intended argument. The structure supports the clarity and persuasiveness of the argument.
Developing
2 PointsThe outline is somewhat organized but may lack a clear flow of ideas or require further structural development to effectively present the argument.
Beginning
1 PointsThe outline is disorganized, lacking a logical flow of ideas and failing to present a coherent argument. Demonstrates minimal understanding of argumentative structure.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflecting on the entire Alcatraz project, what is the most compelling piece of evidence that supports your final conclusion about the success of the escape? Explain your reasoning.
Text
Required
Question 2
How did your understanding of the Alcatraz escape and the art of argumentation evolve throughout this project? What specific activity or discussion was most impactful in shaping your perspective?
Text
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Question 3
To what extent do you feel your final argumentative essay effectively conveyed your point of view regarding the Alcatraz escape? Use a scale of 1 to 5 (1 being not at all, 5 being extremely effectively).
Scale
Required
Question 4
Which of the following activities helped you the most in developing your argumentative writing skills for this project?
Multiple choice
Required
Options
Discussion Norms Contract
Thesis Statement Builder
Source Structure Analysis
Evidence Detective Report
The Great Alcatraz Debate