11th-12th Grade ELA

Unit topic:
Forming Arguments
Argumentative Paper

on the Electoral College

By: Jorge Gutierrez

BPros
OOK
R EVs.V I E
Cons
W
Lecture Objectives & CA Content Standards addressed
► Objectives#1
Learn and Understand how to create an effective argument utilizing sources that are academically
appropriate.
► Objective #2
Identify the difference between types of sources and indications of biased authors or unacademic source.
California Content Standards addressed:
► Standard Identifier: SL.11-12.4 (A. B.)
► Content Area: English Language Arts
Standard:
Present information, findings, and supporting evidence (e.g., reflective, historical investigation,
response to literature presentations), conveying a clear and distinct perspective and a logical argument,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed,
and the organization, development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks. Use appropriate eye contact, adequate volume, and clear
pronunciation. CA
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 Jens pp 33
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REVIEW Questions!
■ What is the Electoral College?
■ How does the Electoral College work?
■ What is an Anecdotal Source?
■ What is a Primary source versus a Secondary source?
■ How do you establish an argument?
■ What is a Counterargument?

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ELECTORAL COLLEGE GRAPHIC
► A president can win the Electoral college even
if they lose the Popular vote.
► Each state is assigned Electoral college votes
based on state population, but each state is
guaranteed at least three.
► Presidents who lost the popular vote, but own
the presidency:
► John Quincy Adams
► Rutherford B. Hayes
► Grover Cleveland
► George W. Bush
► Donald J. Trump

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Why was the Electoral college created?
► “When the US constitution was being drawn up
in 1787, a national popular vote to elect a
president was practically impossible. This was
because of the size of the country and the
difficulty of communication.”
► “There was little enthusiasm for allowing the
president to be chosen by lawmakers in the
capital, Washington DC.”
► “ The framers of the constitution created the
electoral college, with each state choosing
electors.”
► “Smaller states favored the system as it gave
them more of a voice than a nationwide popular
vote to decide the president.”
Source: https://www.bbc.com/news/world-us-canada-53558176
► “The electoral college was also favored by
southern states, where slaves made up a large
portion of the population. Even though slaves
didn't vote, they were counted in the US census
(as three-fifths of a person).”
► “Since the number of electoral votes was
determined by the size of a state's population,
southern states had more influence in electing a
president than a direct public vote would have
given them”
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 Pro Electoral College Video

BOOK
The Electoral
REVIE
college is GOOD!

Heres why:
W PRO: As we watch the video, using your Graphic
Organizer, fill out the T chart with the
corresponding side. We will use this information
later.
ANTI ELECTORAL COLLEGE
VIDEO

o r D r ag and
Insert o to o f the
p h
Drop a cover
book
BO
The OK
Electoral
REVIE
College
should be

W
abolished!
Understanding Checkpoint
► Do you think the Electoral College is still useful in todays society? Why or Why not? Add your answer
into the appropriate spot on your graphic organizer

► Do you think any prior Elections would change without the Electoral College? If so, How?

Fill out appropriate section on

graphic organizer!

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Establishing an Argument (essay)
► 1. Select an arguable topic, preferably one which interests, puzzles, or appeals to you.
► 2. Take a position on your topic, and form a thesis statement.
► 3. Consider your audience.
► 4. Present clear and convincing evidence.
► 5. Draft your essay.
► Tips:
• provide ample evidence, presented logically and fairly
 deal with the opposing point of view
 pay particular attention to the organization of your essay. Make sure its structure suits your topic and
audience
 address and correct any fallacies of logic
 include proper transitions to allow your reader to follow your argument

Source: Berkley.edu Jens pp 10

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How to identify quality sources
► 1.   Check the domain name
► 2.   Take a closer look at the source
► 3.   Search for additional information to back up what you’ve found
► 4.   Use certain sources only to jump-start additional research.

► Berkleys Tips for checking source validity:

► Authority - Who is the author? What is their point of view? 
► Purpose - Why was the source created? Who is the intended audience?
► Publication & format - Where was it published? In what medium?
► Relevance - How is it relevant to your research? What is its scope?
► Date of publication - When was it written? Has it been updated?
► Documentation - Did they cite their sources? Who did they cite?

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Counter Argument
► Google Definition: an argument or set of reasons put forward to oppose an idea or theory developed in
another argument
► Why is it important to address a counterargument?
► Answer according to Harvard.com : “it presents you as the kind of person who weighs alternatives
before arguing for one, who confronts difficulties instead of sweeping them under the rug, who is more
interested in discovering the truth than winning a point.”
► How to begin a counterargument:
► One might object here that... 
► It might seem that... 
► It's true that... 
►  Admittedly,... 
► Of course,... 
► But how...
►  But if this is so, what about...? Jens pp 12
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Source: https://writingcenter.fas.harvard.edu/pages/counter-argument Martensson
The Levels to a Counterargument

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Understanding Checkpoint
What is a counterargument?

If I say “ The cities plan to renovate the neighborhood would only displace 15 citizens
from their homes” what would a good counterargument be?

Would a first person source be reliable? Why or why not?

What must you do every time you use a source?

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NOW YOU TRY!!!

1. Choose a partner
2. Choose one of the topics on the right 
3. You will each support one side of the
argument, one for, one against.
4. Working separately create an argument for
or against the topic.
5. Present your argument to the class in a
paragraph.
6. The class will vote on which argument was
most convincing.
7. Remember to use the information you have
learned and have fun!!!

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