Warm Up: Make a list of abstract nouns that describe Che Guevara Birthdays 10/30 Chad! Happy Halloween! Hero or Villain? Warm Up: Make a list of abstract nouns that describe Che Guevara

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Carrie Nation: Hero or Villain? Carrie Amelia Moore Nation (first name also spelled Carry; November 25, 1846 – June 9, 1911) was an American woman who was a radical member of the temperance movement, which opposed alcohol before the advent of Prohibition. She is particularly noteworthy for attacking alcohol-serving establishments (most often taverns) with a hatchet. Nation also had concerns about tight clothing for women. In fact, she refused to wear a corset and urged women not to wear them because of their harmful effects on vital organs.[2] Nation was a relatively large woman, almost 6 feet (180 cm) tall and weighing 175 pounds (79 kg). She described herself as "a bulldog running along at the feet of Jesus, barking at what He doesn't like",[3] and claimed a divine ordination to promote temperance by destroying bars. Source: Wikipedia

As you watch the video, keep track of for and against evidence on a T-chart. https://www.youtube.com/watch?v=fGxPKehNWg8

Determine Importance in the following articles: http://www.kshs.org/teachers/classroom/pdfs/carry_nati on_packet.pdf

Comprehension Questions: Why does Nation begin smashing bars? Why does she believe she has the legal right to destroy these properties? How did her supporters see her? How did bar owners see her?

Argue in a MEAL paragraph Using the article on Carrie Nation, write a MEAL paragraph answering whether she is a hero or a villain. M - Main Idea E - Evidence. Be specific. Use a highlighter to identify the evidence you will use. A - Analyze what your evidence means L - Link your analysis back to your main ida

Use the rubric to grade your paragraph Advanced/Distinguished Meets Expectation/Proficient Approaches Expectation/Apprentice Not Yet/Novice Claim Main idea or topic sentence that establishes the focus of the paragraph 4 3.5 Establishes a focused claim/main idea that fully and effectively addresses the prompt. 3 Establishes a focused claim/main idea that addresses the prompt, possibly by restating the question. 2.5 Minimally addresses the prompt, possibly by restating part of the question. 2 1 0 Does not correctly address prompt. May begin with a variation of, “No,” or “I agree.” AND/OR Addresses a misinterpretation of the actual prompt that does not answer the actual question. Idea Development Evidence Relevance and Integration: Evidence is relevant when it clearly connects to the universal idea expressed in the claim. It is integrated when the source is attached to the evidence. Strategically selects relevant evidence that improves upon or clarifies the overall claim. AND The source of the evidence is clearly and seamlessly integrated beside the evidence. Evidence is relevant to purpose and supports the overall idea of the paragraph, though it may not be the best evidence. The source of the evidence is revealed beside the evidence. Evidence is connected to the topic but does not clearly relate to the claim you are making. AND/OR Evidence is limited or insufficient in its support of the thesis. AND/OR The source of the evidence is unknown. 2 1 0 Evidence, if present, lacks connection or relevance to the purpose of the prompt. Evidence is “dumped” into the paragraph. Commentary: Commentary reveals the writer's insights about the significance of the evidence in relation to the claim. Explanation of the evidence insightfully connects to the main idea of the paragraph and/or the overall universal idea. Explanation of the evidence clearly connects to the main idea of the paragraph and/or the overall universal idea. Any discussion of the evidence shows little or no connection to the thesis or universal idea. OR Any connections made are incomplete or superficial. 2 1 0 There is no attempt at explanation or commentary. OR All attempts at commentary are limited to summary of the evidence.

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