Great Wall of China Argumentative PEEL Essay

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Great Wall of China Argumentative PEEL Essay

Grade 9Geography8 days

This project engages Grade 9 geography students in a comprehensive exploration of the Great Wall of China's historical, cultural, and environmental significance through research and debate. Students are challenged to construct a persuasive argumentative PEEL essay, examining the complex interplay of the Wall's impacts and drawing modern parallels to defense structures. By utilizing primary and secondary resources, crafting essays, and participating in debates, students develop critical thinking, research skills, and a nuanced understanding of global historical defense mechanisms.

Great Wall of ChinaArgumentative EssayPEEL StructureGeopolitical StrategyCultural ValuesEnvironmental ImpactResearch and Debate

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How does the historical construction and existence of the Great Wall of China reveal the complex interplay of cultural values, geopolitical strategies, and environmental impacts, and how can these insights inform modern perspectives on defense structures?

Essential Questions

Supporting questions that break down major concepts.

What is the historical significance of the Great Wall of China in terms of geopolitical strategy?
How does the Great Wall reflect the cultural and societal values of the time it was built?
What are the key factors that led to the construction of the Great Wall?
How has the Great Wall impacted the geography and environment of Northern China?
In what ways does the Great Wall of China continue to influence modern society?
What arguments can be made for and against the idea that the Great Wall was a successful defense mechanism?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Analyze the historical significance of the Great Wall of China in terms of geopolitical strategy.
Evaluate the cultural and societal values reflected in the construction of the Great Wall.
Examine the key factors that led to the construction of the Great Wall.
Assess the environmental impact of the Great Wall on Northern China's geography.
Investigate the influence of the Great Wall on modern society.
Construct arguments for and against the effectiveness of the Great Wall as a defense mechanism.
Develop and organize an argumentative PEEL essay outline based on research findings.

IB MYP

IB MYP Year 5 Criterion B

Primary

Develops critical thinking skills to analyze and evaluate sources and arguments related to geography.Reason: Aligns with the development of an argumentative outline, requiring evaluation of sources about the Great Wall of China.

IB MYP Year 5 Criterion C

Primary

Communicates in a clear, concise manner to express relevant geographical knowledge and understanding.Reason: Supports the creation of an essay outline, which requires clear communication of geographical insights.

Common Core Standards

CCSS.ELA-LITERACY.W.9-10.1

Primary

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: Students are tasked with creating an argumentative essay outline based on their research of the Great Wall of China.

CCSS.ELA-LITERACY.W.9-10.4

Secondary

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: The project involves creating an outline that is well-organized and suited to the argumentative style.

CCSS.ELA-LITERACY.RH.9-10.2

Secondary

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.Reason: Students will need to synthesize key information from their research on the Great Wall into a coherent essay outline.

Entry Events

Events that will be used to introduce the project to students

The Wall Debate

Introduce students to a city council planning a new 'Great Wall' around their local area for tourists. Students must explore the Great Wall of China's impacts, both positive and negative, and create a PEEL essay outline to argue if this new wall should be built.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Wall Research Explorers

Students embark on a research journey to uncover the key historical, cultural, and environmental aspects of the Great Wall of China. This foundational activity equips students with the necessary background knowledge to inform their later argumentative writing tasks.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the Great Wall of China using multimedia resources, including videos and virtual tours that provide an overview of its historical significance.

2. Provide students with a variety of primary and secondary sources, such as historical documents, expert articles, and geographical surveys. Students select materials to guide their research.

3. Assign students to small groups to discuss and summarize their findings, focusing on the interplay of cultural values, geopolitical strategies, and environmental impacts.

Final Product

What students will submit as the final product of the activityA research portfolio containing summaries and reflections on the Great Wall's historical, cultural, and environmental significance.

Alignment

How this activity aligns with the learning objectives & standardsAligns with IB MYP Year 5 Criterion B, focusing on analyzing and evaluating sources related to geography. Supports CCSS.ELA-LITERACY.RH.9-10.2 by synthesizing information from primary and secondary sources.

Activity 2

Argument Architect

Students develop their argumentative skills by constructing a PEEL outline based on the research conducted. This activity focuses on articulating clear and structured arguments about the Great Wall's impacts.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the PEEL (Point, Evidence, Explanation, Link) structure with students, detailing how each component contributes to a persuasive argument.

2. Instruct students to identify the most compelling arguments for and against the construction and impact of the Great Wall based on their earlier research.

3. Guide students in organizing their points, evidence, explanations, and links into a cohesive outline, ensuring each argument is well-supported by their findings.

Final Product

What students will submit as the final product of the activityAn argumentative PEEL essay outline detailing multiple perspectives on the Great Wall's historical and modern significance.

Alignment

How this activity aligns with the learning objectives & standardsMeets IB MYP Year 5 Criterion C by communicating geographical insights clearly. Aligns with CCSS.ELA-LITERACY.W.9-10.1 and W.9-10.4 by supporting written arguments with organized reasoning and evidence.

Activity 3

Debate and Defense

In a mock city council meeting, students argue for or against the construction of a modern wall, applying historical insights from the Great Wall. This activity hones their persuasive speaking and critical thinking skills.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students are divided into teams to prepare for a debate, using their PEEL outlines as the foundation for their arguments.

2. Provide students with additional resources and time to strengthen their positions, focusing on anticipating counterarguments.

3. Conduct the debate, encouraging students to employ persuasive language and effective public speaking techniques. Facilitate a reflection session afterward to discuss lessons learned.

Final Product

What students will submit as the final product of the activityA recorded and peer-reviewed debate performance showcasing students' ability to argue complex geopolitical topics with nuance.

Alignment

How this activity aligns with the learning objectives & standardsSupports IB MYP Year 5 Criterion B by evaluating and engaging with different perspectives. Encourages critical thinking and communication skills, aligning with CCSS.ELA-LITERACY.W.9-10.1.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Great Wall of China Argumentative Essay Rubric

Category 1

Research and Source Evaluation

Assessing the ability to gather, analyze, and evaluate diverse resources for comprehensive understanding.

Criterion 1

Source Selection and Analysis

The selection of relevant and credible primary and secondary sources, and their analysis.

Exemplary

4 Points

Selects highly relevant, diverse, and credible sources; analysis is insightful and comprehensive, demonstrating sophisticated understanding of cultural, geopolitical, and environmental aspects.

Proficient

3 Points

Selects relevant and credible sources; analysis is effective and thorough, showing a strong understanding of major historical and cultural elements.

Developing

2 Points

Selects partially credible sources with some relevance; analysis is basic with emerging comprehension of important aspects.

Beginning

1 Points

Selects few relevant or credible sources; analysis is minimal and lacks depth, demonstrating limited understanding.

Criterion 2

Synthesis and Reflection

Ability to integrate information from various sources and reflect on the learning process.

Exemplary

4 Points

Synthesizes information coherently with deep reflection; insights are well-developed and connect multiple perspectives meaningfully.

Proficient

3 Points

Combines information clearly and reflects adequately; insights connect perspectives with some depth.

Developing

2 Points

Inconsistently synthesizes information; reflection is superficial with limited insight.

Beginning

1 Points

Struggles to combine information; reflection is absent or lacks relevance.

Category 2

Argumentative Structure and Clarity

Evaluating the organization and clarity of arguments in a PEEL essay outline.

Criterion 1

PEEL Structure Application

Effectiveness in applying the PEEL structure to organize and present arguments.

Exemplary

4 Points

Applies the PEEL structure innovatively, enhancing argument clarity and coherence; each element is strong and purpose-driven.

Proficient

3 Points

Applies the PEEL structure effectively; arguments are clear, with proper use of all structural components.

Developing

2 Points

Uses the PEEL structure inconsistently; arguments lack some clarity or connection between elements.

Beginning

1 Points

Struggles with PEEL structure; arguments are unclear or poorly organized.

Criterion 2

Argument Development and Coherence

Quality of arguments in terms of development, coherence, and support by evidence.

Exemplary

4 Points

Arguments are well-developed, coherent, and supported by robust evidence; connections among points are clear and logical.

Proficient

3 Points

Arguments are developed and supported by relevant evidence; coherence is maintained with occasional gaps.

Developing

2 Points

Arguments are partially developed; evidence is present but unevenly applied; coherence is inconsistent.

Beginning

1 Points

Arguments are underdeveloped; evidence is weak or missing; coherence is severely lacking.

Category 3

Communication and Persuasive Techniques

Assessment of communication effectiveness and use of persuasive techniques during the debate.

Criterion 1

Public Speaking and Persuasion

Effectiveness of delivery and persuasiveness in the debate context.

Exemplary

4 Points

Exhibits exceptional public speaking skills; persuasive techniques are advanced, engaging, and highly effective.

Proficient

3 Points

Displays solid public speaking skills; persuasive methods are effective, with minor areas for improvement.

Developing

2 Points

Shows basic public speaking ability; persuasive techniques are present but rudimentary.

Beginning

1 Points

Struggles with public speaking; persuasive attempts are minimal and ineffective.

Criterion 2

Engagement and Responsiveness

Ability to engage with peers and respond to counterarguments effectively.

Exemplary

4 Points

Engages fully with peers, addressing counterarguments skillfully and respectfully; fosters an open and dynamic dialogue.

Proficient

3 Points

Engages well with peers, addressing counterarguments adequately; dialogue is constructive.

Developing

2 Points

Partial engagement with peers; addresses counterarguments superficially.

Beginning

1 Points

Limited engagement; struggles to address counterarguments or contribute to dialogue.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the most surprising insight you gained about the Great Wall of China during your research. Why did this particular insight stand out to you?

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Question 2

On a scale from 1 to 5, how confident do you feel about constructing an argumentative essay outline using the PEEL format?

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Question 3

Which aspect of the Great Wall of China's impacts—historical, cultural, or environmental—do you find the most compelling and why?

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Question 4

How has examining the arguments for and against the Great Wall of China influenced your perspective on modern defense structures?

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Question 5

What challenges did you encounter during the process of creating your PEEL essay outline, and how did you overcome them?

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Question 6

Reflect on your participation in the debate about the modern wall construction. How did it enhance your understanding of the complex issues surrounding the Great Wall of China?

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