Grade: Grade 7 Subject: Social Studies Unit: Civics & Rights Lesson: 5 of 6 SAT: Information+Ideas ACT: Reading

Claim-Evidence Writing

Master the skill of constructing well-supported arguments about civics topics using claims, evidence, and reasoning.

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What is Claim-Evidence Writing?

Claim-evidence writing is a structured approach to argumentation where you:

  1. Make a clear claim (your position or argument)
  2. Support it with evidence (facts, data, examples, quotes)
  3. Explain the connection through reasoning (why the evidence supports your claim)

The C-E-R Framework

C - Claim

A claim is a debatable statement that expresses your position. Strong claims:

  • Take a clear position on an issue
  • Can be supported with evidence
  • Are specific and focused
  • Avoid vague language like "I think" or "maybe"

Weak claim: "The Constitution is important."

Strong claim: "The Bill of Rights was essential for ratification because it addressed Anti-Federalist concerns about protecting individual liberties."

E - Evidence

Evidence supports your claim with factual information. Types of evidence include:

  • Primary sources: Constitutional text, historical documents, speeches
  • Statistics and data: Numbers, percentages, research findings
  • Expert opinions: Statements from historians, legal scholars
  • Examples: Specific cases, events, or situations

R - Reasoning

Reasoning explains HOW your evidence supports your claim. This is where you:

  • Analyze the evidence (don't just present it)
  • Connect the evidence directly to your claim
  • Explain why this evidence matters
  • Address potential counterarguments

Applying C-E-R to Civics Topics

Civics writing often involves:

  • Analyzing constitutional provisions and their impact
  • Evaluating the effectiveness of government policies
  • Comparing different perspectives on rights
  • Arguing for or against civic proposals
  • Interpreting court decisions and their significance

Using Evidence Effectively

Introducing Evidence

Use signal phrases to introduce your evidence:

  • "According to the Constitution..."
  • "The First Amendment states that..."
  • "Historical records show..."
  • "Data from the census indicates..."

Citing Sources

Always identify where your evidence comes from:

  • Name the document or source
  • Include relevant dates when applicable
  • Use quotation marks for direct quotes

Addressing Counterarguments

Strong arguments acknowledge opposing views:

  1. Identify the counterargument
  2. Acknowledge its validity (if any)
  3. Refute with evidence and reasoning
  4. Reinforce your original claim

Examples

Example 1: Full C-E-R Paragraph

Topic: Was the addition of the Bill of Rights necessary?

Claim: The Bill of Rights was essential for the Constitution's ratification because it addressed widespread fears about federal power.

Evidence: Several states, including Massachusetts, Virginia, and New York, only ratified the Constitution after receiving assurances that a bill of rights would be added. In fact, Massachusetts attached a list of proposed amendments to its ratification document in 1788.

Reasoning: This evidence demonstrates that without the promise of explicit protections for individual rights, key states may not have joined the union. The Anti-Federalists' concerns about a powerful central government were legitimate, and the Bill of Rights served as a necessary compromise that preserved both the new Constitution and the protection of liberties.

Example 2: Addressing a Counterargument

Main Claim: The right to free speech is fundamental to democracy.

Counterargument: Some argue that free speech should have more limits to prevent harmful content.

Response: While it is true that some speech can be harmful, the Supreme Court has already established limits on speech that presents a "clear and present danger" (Schenck v. United States, 1919). However, broadly restricting speech risks government overreach and the suppression of legitimate dissent. History shows that speech restrictions often target minority viewpoints first, which is why protecting even unpopular speech serves democracy by ensuring all voices can be heard.

Example 3: Weak vs. Strong Evidence Use

Weak: "The Constitution protects rights. The First Amendment is in there."

Problem: No specific evidence, no reasoning, no analysis.

Strong: "The Constitution explicitly protects individual liberties through the Bill of Rights. For example, the First Amendment states that 'Congress shall make no law... abridging the freedom of speech.' This protection ensures that citizens can criticize their government without fear of punishment, which is essential for holding leaders accountable in a democracy."

Strength: Specific quote, clear connection to the claim, explanation of significance.

Practice

Test your understanding of claim-evidence writing in civics contexts.

1. Which of the following is the strongest claim?

  1. The Constitution is good.
  2. I think voting is important.
  3. The 19th Amendment transformed American democracy by extending voting rights to women.
  4. Rights are something people have.

2. In the C-E-R framework, "reasoning" refers to:

  1. Your opinion without support
  2. The explanation of how evidence supports your claim
  3. A list of facts
  4. The introduction of your essay

3. Which would be the BEST evidence to support a claim about the importance of free press?

  1. "I believe newspapers are important."
  2. "Many people read the news."
  3. "The First Amendment specifically protects 'freedom of the press,' and the Pentagon Papers case (1971) established that the government cannot prevent publication of most information."
  4. "The press has existed for a long time."

4. When introducing evidence, which signal phrase is most appropriate?

  1. "Everybody knows that..."
  2. "According to the Fifth Amendment..."
  3. "It's obvious that..."
  4. "Someone once said..."

5. Why is it important to address counterarguments in your writing?

  1. It makes your paper longer
  2. It shows you understand different perspectives and strengthens your argument
  3. Counterarguments are required in all writing
  4. It allows you to avoid making a claim

6. A claim should be:

  1. A question
  2. An undeniable fact that everyone agrees with
  3. A debatable position that can be supported with evidence
  4. As vague as possible

7. Which is an example of reasoning (not just evidence)?

  1. "The Constitution was ratified in 1788."
  2. "This demonstrates that the founders prioritized limiting government power because they had experienced tyranny under British rule."
  3. "James Madison wrote Federalist No. 10."
  4. "The Bill of Rights has ten amendments."

8. When citing a primary source in civics writing, you should:

  1. Never use quotes
  2. Identify the source and include relevant context like dates
  3. Make up a source if you cannot remember
  4. Only cite sources from the last five years

9. "The fact that states required a Bill of Rights before ratifying the Constitution proves that individual rights protections were a major concern." This sentence primarily serves as:

  1. A claim
  2. Evidence
  3. Reasoning that connects evidence to a claim
  4. A counterargument

10. Which statement best refutes the counterargument "Rights are not absolute and can be limited"?

  1. "You're wrong."
  2. "I disagree with that."
  3. "While it's true that rights have limits (e.g., you cannot yell 'fire' in a crowded theater), the baseline protection of rights ensures that any limitations must meet strict standards and serve compelling government interests."
  4. "Rights should never be limited."

Check Your Understanding

Reflection Questions:

  1. Why is it not enough to simply state facts as evidence? What role does reasoning play?
  2. How can you make sure your claim is specific and debatable rather than vague?
  3. What makes a counterargument response effective?
  4. How does claim-evidence writing relate to civic participation and informed citizenship?

Quick Check - Answer Key:

1-C, 2-B, 3-C, 4-B, 5-B, 6-C, 7-B, 8-B, 9-C, 10-C

Next Steps

  • Practice writing a C-E-R paragraph about a constitutional right
  • Find a civics-related editorial and identify its claim, evidence, and reasoning
  • Draft a short argument about a civic issue that matters to you
  • Move on to the final lesson: Unit Checkpoint