Claim and Evidence Writing
Learn
Historians do not just collect facts; they construct arguments about what happened in the past and why it matters. Learning to write with claims and evidence is essential for social studies and prepares you for success on tests like the SAT and ACT, which require you to analyze and construct arguments.
What is a Claim?
A claim is a statement that answers a question or takes a position on a topic. A strong claim:
- Makes a clear, specific argument
- Can be supported with evidence
- Is debatable (someone could disagree)
- Goes beyond simple facts to make an interpretation
Weak Claims vs. Strong Claims
| Weak Claim | Strong Claim |
|---|---|
| "The Roman Empire was big." | "The Roman Empire's size made it difficult to defend, contributing to its eventual fall." |
| "Ancient Egypt had pyramids." | "The pyramids demonstrate that ancient Egyptian society was highly organized and could mobilize massive resources." |
| "Trade was important." | "The Silk Road transformed societies by spreading not just goods, but also ideas, religions, and diseases." |
What is Evidence?
Evidence is the information that supports your claim. In social studies, evidence comes from sources:
- Primary source evidence: Direct quotes, data, or descriptions from original documents, artifacts, or firsthand accounts
- Secondary source evidence: Analysis and conclusions from historians, textbooks, or scholarly articles
The C-E-R Framework
Use this structure for writing paragraphs with claims and evidence:
- C - Claim: State your argument clearly
- E - Evidence: Provide specific facts, quotes, or data from sources
- R - Reasoning: Explain HOW and WHY the evidence supports your claim
Citing Your Evidence
When you use evidence, you must tell your reader where it came from:
- "According to the letter from 1776..."
- "The data shows that..."
- "As stated in the primary source..."
- "The historian argues that..."
Connecting Evidence to Your Claim
Evidence does not speak for itself. You must explain the connection:
- "This shows that..." (explains what the evidence means)
- "This is significant because..." (explains why it matters)
- "This supports the claim that..." (directly links to your argument)
- "This demonstrates..." (shows how evidence proves your point)
Examples
Example 1: Writing a C-E-R Paragraph
Question: How did trade affect ancient civilizations?
C-E-R Paragraph:
[Claim] Trade routes like the Silk Road transformed ancient societies by spreading ideas as well as goods. [Evidence] According to historical records, Buddhist teachings traveled from India to China along trade routes, and by 100 CE, Buddhism had become widespread in Chinese cities connected to the Silk Road. Artifacts found at trading posts show a mixture of Greek, Persian, Indian, and Chinese artistic styles. [Reasoning] This evidence demonstrates that trade did more than exchange products; it created cultural connections that changed religious beliefs, art, and daily life across thousands of miles.
Example 2: Strengthening a Weak Paragraph
Weak Version:
"The Nile River was important to Egypt. It flooded every year. Egyptians grew crops."
Improved C-E-R Version:
[Claim] The Nile River's annual flooding was the foundation of ancient Egyptian civilization. [Evidence] Ancient Egyptian texts describe the flood as a gift from the gods, and records show that government officials carefully measured flood levels each year to predict harvests. Archaeological evidence reveals that Egyptian farmers developed sophisticated irrigation systems to capture and distribute floodwaters. [Reasoning] This evidence shows that Egyptian society was organized around the Nile's cycle; religion, government, and agriculture all depended on understanding and managing the river's floods.
Example 3: Using Multiple Pieces of Evidence
Question: Was life difficult for workers during the Industrial Revolution?
[Claim] Factory workers during the Industrial Revolution faced harsh and dangerous conditions. [Evidence 1] A government report from 1833 documented that children as young as six worked 14-hour days in textile mills. [Evidence 2] Letters from factory workers describe injuries from machinery and lung problems from breathing cotton dust. [Evidence 3] Factory inspection records show that many buildings lacked windows or proper ventilation. [Reasoning] Taken together, these primary sources reveal that industrialization came at a human cost, with workers enduring long hours, physical dangers, and unhealthy environments in pursuit of factory production.
Practice
Apply your claim and evidence writing skills to these practice items.
1. Which of the following is a strong historical claim?
- A) "The Greeks had city-states."
- B) "Greek city-states competed with each other."
- C) "Competition between Greek city-states drove innovations in government, warfare, and culture."
- D) "Athens and Sparta were different."
2. In the C-E-R framework, the "R" stands for:
- A) Research
- B) Reasoning
- C) Reference
- D) Reading
3. Which phrase BEST introduces evidence from a primary source?
- A) "I think that..."
- B) "Everyone knows that..."
- C) "According to a letter written in 1862..."
- D) "It is obvious that..."
4. What is the purpose of the reasoning section in a C-E-R paragraph?
- A) To add more facts
- B) To explain how and why the evidence supports the claim
- C) To introduce a new topic
- D) To list your sources
5. A student writes: "The Roman roads were long." This is a weak claim because it:
- A) Uses too many words
- B) Is too specific
- C) States a simple fact without interpretation or argument
- D) Is grammatically incorrect
6. Which of the following would be the BEST evidence for a claim about daily life in ancient China?
- A) A modern historian's opinion
- B) A diary entry from a Chinese farmer in 200 BCE
- C) A guess about what life was like
- D) A general statement about all ancient civilizations
7. A paragraph states: "Trade was important. The Silk Road existed. People traded silk." What is missing from this paragraph?
- A) More facts
- B) Longer sentences
- C) A clear claim and reasoning that connects the evidence to an argument
- D) A different topic
8. "This evidence demonstrates that Egyptian pharaohs had absolute power over their subjects." This sentence is an example of:
- A) A claim
- B) Evidence
- C) Reasoning that connects evidence to a claim
- D) A bibliography entry
9. Using multiple pieces of evidence in a paragraph:
- A) Is not allowed in historical writing
- B) Makes your argument weaker
- C) Strengthens your argument by providing more support
- D) Is only for college students
10. A strong claim should be:
- A) A simple fact that everyone agrees on
- B) An argument that can be supported with evidence and could be debated
- C) A question
- D) As short as possible
11. Which transition phrase helps connect evidence to your claim?
- A) "On the other hand..."
- B) "This is significant because..."
- C) "Changing topics..."
- D) "In conclusion..."
12. When using evidence from a secondary source, you should:
- A) Pretend it is a primary source
- B) Indicate that it comes from a historian or analysis
- C) Never cite secondary sources
- D) Copy it word for word without quotation marks
Check Your Understanding
Review these key concepts from the lesson:
- Can you write a strong claim that makes an argument rather than stating a simple fact?
- Do you know how to introduce evidence from primary and secondary sources?
- Can you explain the connection between your evidence and your claim?
- Do you understand the C-E-R framework for organizing paragraphs?
Practice Answers
1. C | 2. B | 3. C | 4. B | 5. C | 6. B | 7. C | 8. C | 9. C | 10. B | 11. B | 12. B
Next Steps
- Practice writing C-E-R paragraphs on different historical topics
- Look for claims and evidence in the articles and textbooks you read
- Move on to the Unit Checkpoint to test your understanding of the entire unit