Claim-Evidence Writing
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Historical Argumentation
History is not just memorizing facts; it is constructing arguments about what happened and why it matters. Historians make claims (interpretive statements) and support them with evidence (facts from sources). This skill is essential for essays, document-based questions, and understanding how historians work.
Components of a Historical Argument
The Claim (Thesis)
A claim is an arguable statement that takes a position on a historical question. Strong claims:
- Are specific: "The labor movement succeeded because of..." not just "The labor movement was important"
- Are arguable: Someone could reasonably disagree
- Answer a historical question: Why? How? To what extent? What was the significance?
- Can be supported with evidence: You have sources that back it up
Evidence
Evidence consists of specific facts, data, quotes, or examples that support your claim. Good evidence:
- Is relevant: Directly connects to your claim
- Is specific: Includes dates, names, numbers, direct quotes
- Comes from credible sources: Primary sources or reputable secondary sources
- Is sufficient: Multiple pieces of evidence strengthen your argument
Analysis (Reasoning)
Analysis explains how and why your evidence supports your claim. This is often the missing piece in student writing. Analysis:
- Connects evidence to your claim explicitly
- Explains the significance of the evidence
- Places evidence in historical context
- Addresses how the evidence proves your point
The CEA Paragraph Structure
Use this structure for body paragraphs in historical writing:
C - Claim (Topic Sentence)
State the main point of this paragraph, which should support your thesis.
E - Evidence
Provide specific evidence from sources. Include context for quotes.
A - Analysis
Explain how this evidence supports your claim. Answer "So what?"
Types of Historical Questions
- Causation: What caused X? Why did X happen?
- Comparison: How were X and Y similar or different?
- Change over time: How did X change from period A to period B?
- Significance: Why was X important? What were its effects?
- Evaluation: Was X successful? To what extent did X achieve its goals?
Examples
Example 1: Weak vs. Strong Claims
Historical Question: What caused the Progressive Era reforms?
Weak claim: "The Progressive Era had many reforms." (Descriptive, not arguable)
Weak claim: "The Progressive Era was caused by problems." (Too vague)
Strong claim: "Progressive Era reforms emerged primarily from middle-class concerns about the social consequences of rapid industrialization, including unsafe working conditions, political corruption, and corporate monopolies." (Specific, arguable, identifies causes)
Example 2: Complete CEA Paragraph
Question: How did industrialization affect workers in the late 1800s?
[Claim] Industrialization created dangerous and exploitative working conditions for factory workers in the late 1800s.
[Evidence] The Triangle Shirtwaist Factory fire of 1911 killed 146 workers, many of whom could not escape because exit doors were locked and fire escapes were inadequate. Contemporary reports described workers jumping from windows to escape the flames. Prior to the fire, workers had protested for better conditions but were largely ignored by factory owners.
[Analysis] This tragedy illustrates the broader pattern of industrial workplaces prioritizing production and profit over worker safety. The locked doors were intended to prevent workers from taking unauthorized breaks, showing how factory discipline was enforced even at the cost of lives. The fact that workers' protests had been dismissed reveals the power imbalance between owners and laborers. The public outrage following the fire would lead to significant workplace safety legislation, suggesting that only such dramatic events could overcome industry resistance to reform.
Example 3: Using Evidence Effectively
Poor use of evidence: "Workers had bad conditions. For example, the Triangle Shirtwaist Factory fire happened." (Evidence is mentioned but not explained)
Better use of evidence: "Working conditions were dangerous, as demonstrated by the Triangle Shirtwaist Factory fire of 1911. The fire killed 146 workers, many of whom were trapped because factory owners had locked the exit doors to prevent unauthorized breaks." (Evidence is specific and connected to the claim)
Best use of evidence: The "better" example PLUS analysis explaining what this evidence reveals about broader patterns and why it matters historically.
Practice
Apply your claim-evidence writing skills to these practice questions.
1. What is the difference between a claim and evidence in historical writing?
Show Answer
A claim is an arguable interpretive statement that takes a position on a historical question (e.g., "The Progressive Era succeeded in reducing corporate power"). Evidence is the specific facts, data, quotes, or examples from sources that support that claim (e.g., "The Sherman Antitrust Act of 1890 was used to break up Standard Oil in 1911"). Evidence proves; claims interpret.
2. Evaluate this claim: "Many things happened during Reconstruction." Is this a strong historical claim? Why or why not?
Show Answer
This is a weak claim because: (1) It is not arguable - no one would disagree that "things happened," (2) It is vague - it does not specify what happened or make an interpretive argument, (3) It does not answer a historical question about causation, significance, or change. A stronger claim might be: "Reconstruction fundamentally transformed the legal status of formerly enslaved people but failed to secure lasting political and economic equality."
3. Write a claim that answers this question: Why did the women's suffrage movement succeed in gaining the vote in 1920?
Show Answer
Sample claims: (1) "The women's suffrage movement succeeded in 1920 because activists combined state-by-state campaigns with a push for a constitutional amendment, gradually building political support." (2) "Women's contributions to the World War I effort undermined arguments against their political participation and provided the final push for suffrage." (3) "The suffrage movement succeeded through decades of sustained organizing that changed public opinion and made denying women's votes politically untenable."
4. A student writes: "The labor movement wanted better conditions." What is missing from this statement?
Show Answer
This statement lacks: (1) Specificity - what conditions? wages, hours, safety? (2) Time and place - when and where? (3) Arguability - this is a simple fact, not an interpretive claim. A better version: "The labor movement of the late 1800s prioritized reducing working hours because exhaustion led to dangerous accidents in industrial settings."
5. Why is analysis necessary in addition to evidence?
Show Answer
Evidence alone does not prove anything - analysis explains the connection between evidence and claim. Analysis answers "so what?" and "why does this matter?" Without analysis, the reader must guess how evidence supports the argument. Analysis also demonstrates understanding of historical significance and context, showing that you understand the evidence, not just that you found it.
6. Read this paragraph and identify the claim, evidence, and analysis:
"The Progressive movement drew support from middle-class Americans concerned about urban problems. Jane Addams established Hull House in Chicago in 1889, providing services to immigrants and the poor. This settlement house movement reflected the Progressive belief that educated reformers had a duty to address social problems and that direct intervention could improve lives."
Show Answer
Claim: "The Progressive movement drew support from middle-class Americans concerned about urban problems."
Evidence: "Jane Addams established Hull House in Chicago in 1889, providing services to immigrants and the poor."
Analysis: "This settlement house movement reflected the Progressive belief that educated reformers had a duty to address social problems and that direct intervention could improve lives." (Explains what the evidence reveals about Progressive ideology)
7. What makes evidence "relevant" to a claim?
Show Answer
Evidence is relevant when it directly connects to and supports your specific claim. If your claim is about working conditions, evidence about political corruption is not relevant. The connection should be clear and logical. Ask yourself: "Does this evidence actually help prove my claim, or is it just interesting information about the same topic?"
8. How can you tell if you have sufficient evidence?
Show Answer
Evidence is sufficient when: (1) You have multiple pieces supporting your claim, not just one example, (2) Evidence comes from different types of sources or perspectives when possible, (3) A reader would be convinced by the quantity and quality of support, (4) You have addressed the strongest counterarguments. One example rarely proves a broad historical claim.
9. Convert this statement into a CEA paragraph structure: "The temperance movement led to Prohibition because reformers convinced Americans that alcohol caused social problems."
Show Answer
Claim: The temperance movement succeeded in achieving Prohibition by convincing Americans that alcohol was the root cause of numerous social problems.
Evidence needed: Statistics reformers used about alcohol and poverty/crime, specific campaigns, the language of Prohibition amendments, support from various groups.
Analysis needed: Explain HOW reformers made this connection persuasive, WHY Americans were receptive to this argument in the early 1900s, and what this reveals about Progressive-era thinking about social reform.
10. How is historical claim-evidence writing similar to answering SAT reading questions?
Show Answer
Both require: (1) Making claims about what texts mean or argue, (2) Pointing to specific evidence in the text, (3) Explaining the connection between evidence and interpretation. SAT questions often ask which evidence "best supports" a claim or what "can be inferred" from a passage - these are essentially claim-evidence questions in multiple-choice format. The skills transfer directly.
Check Your Understanding
Answer these questions to verify your mastery of the key concepts.
- Can you write a strong, arguable historical claim?
- Can you identify relevant and specific evidence from sources?
- Can you explain how evidence supports a claim through analysis?
- Can you structure a paragraph using the CEA format?
- Can you evaluate the strength of claims and evidence in historical writing?
If you answered "no" to any of these questions, review the corresponding section before moving on.
Next Steps
- Practice writing CEA paragraphs about topics from your textbook
- When reading historical sources, identify the author's claims and evidence
- Apply these skills to SAT/ACT reading passages about history
- Move on to the Unit Checkpoint to demonstrate your mastery