D4.1.9-12C3 FrameworkSocial StudiesCommunicating and Taking ActionGrades 9-12
D4.1.9-12: Arguments That Acknowledge Counterclaims and Weak Evidence
In plain English: D4.1.9-12 is the C3 Framework inquiry indicator for grades 9-12 that asks students to construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. Students build a case, state exactly what the evidence shows, answer the other side, and name where the evidence is thin or disputed.
Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
C3 Framework for Social Studies (NCSS) · Dimension 4: Communicating Conclusions and Taking Informed Action · Communicating and Critiquing Conclusions · Official standard
D4.1.9-12 asks students to construct arguments from precise and knowledgeable claims (claims that state exactly what the evidence shows and explain why), with evidence from multiple sources, while acknowledging counterclaims (the strongest opposing answers) and evidentiary weaknesses (places where the evidence is disputed, incomplete, inconsistent or secondhand). The vehicle is the compelling question "Was Chicago justified in reversing its river to carry its sewage away from Lake Michigan?"
Students work with the record of a real dispute: the Supreme Court's 1906 opinion in Missouri v. Illinois, a 1910 summary of the case by Alfred Hayes, Jr., of the Cornell University College of Law, a 1905 encyclopedia article on the canal, and the Court's 1929 opinion in a suit by six Great Lakes states. The sources disagree on dates and distances, rest on contested death figures and expert experiments, and represent Chicago, St. Louis and the lake states. Students may argue either side; the rubric scores precision, knowledge, use of multiple sources and honesty about the evidence.
Learning Objectives
By the end of this lesson, students will be able to:
Construct an argument whose claims are precise (exact scope, figures and certainty) and knowledgeable (they explain a cause or mechanism)
Support the argument with evidence from at least three sources representing different interests
Acknowledge the strongest counterclaim and answer it with evidence
Identify evidentiary weaknesses, such as disputed data, missing denominators, conflicting expert results and discrepancies between sources, and say how they limit the argument
Prior Knowledge Required
Students should already be comfortable with:
Refining claims and counterclaims for precision, significance and knowledge conveyed D3.4.9-12
Using evidence from multiple sources to detect inconsistencies and revise claims D3.3.9-12
Constructing arguments from claims and evidence from multiple sources D4.1.6-8
"A town upstream starts dumping waste into a river, and a town downstream reports more illness the next year. What would you need to know before you could say the first town caused the illness?"
List answers: how many people got sick compared with the population, whether illness rose elsewhere too, whether anything else changed, how long germs survive in water, and how long the water takes to travel. Tell students these are exactly the questions the Supreme Court faced in 1906. Each one points to a possible evidentiary weakness, and a strong argument names the ones that apply instead of hiding them.
Direct Instruction25-30 minutes
Part 1: The question. Chicago's sewage had been discharged into Lake Michigan; the canal turned the flow of the Chicago River so that the sewage went instead toward the Des Plaines and Illinois Rivers (Source 3). Missouri sued, arguing that the sewage reached the Mississippi and the water supply of St. Louis. The compelling question is "Was Chicago justified in reversing its river to carry its sewage away from Lake Michigan?" The dispute is a vehicle for the skill. Some terms: a bacillus (plural bacilli) is a rod-shaped bacterium; an intake is the point where a city draws its water; a diversion is water taken out of its natural course; and a special master is a person the Supreme Court appoints to take evidence and report findings.
Source Information: who made each source, when, and whose interests it reports (from the sources and their source notes)
Source
Maker
When
Interests and views it reports
1: Missouri v. Illinois
Justice Holmes, for the Supreme Court
1906
Missouri's evidence, Illinois's (Chicago's) answers and the Court's judgment of both
2: Hayes
Alfred Hayes, Jr., College of Law, Cornell University
1910
A secondhand summary of the case for general readers
3: Encyclopedia
The New International Encyclopaedia
1905
The canal's purpose, size and cost
4: Wisconsin v. Illinois
Chief Justice Taft, for the Supreme Court, reporting the special master's findings
1929
Chicago's earlier river problem and the six lake states' complaints
5 and 6
Invented drafts and an invented scenario written for this page
Invented
Practice material; one draft in Source 5 is deliberately weak
1We assume the now prevailing scientific explanation of typhoid fever to be correct. But when we go beyond that assumption everything is involved in doubt. The data upon which an increase in the deaths from typhoid fever in St. Louis is alleged are disputed. The elimination of other causes is denied. The experts differ as to the time and distance within which a stream would purify itself. No case of an epidemic caused by infection at so remote a source is brought forward, and the cases which are produced are controverted. The plaintiff obviously must be cautious upon this point, for if this suit should succeed many others would follow, and it not improbably would find itself a defendant to a bill by one or more of the States lower down upon the Mississippi. The distance which the sewage has to travel (357 miles) is not open to debate, but the time of transit to be inferred from experiments with floats is estimated at varying from eight to eighteen and a half days, with forty-eight hours more from intake to distribution, and when corrected by observations of bacteria is greatly prolonged by the defendants. The experiments of the defendants' experts lead them to the opinion that a typhoid bacillus could not survive the journey, while those on the other side maintain that it might live and keep its power for twenty-five days or more, and arrive at St. Louis. Upon the question at issue, whether the new discharge from Chicago hurts St. Louis, there is a categorical contradiction between the experts on the two sides.
2The Chicago drainage canal was opened on January 17, 1900. The deaths from typhoid fever in St. Louis, before and after that date, are stated somewhat differently in different places. We give them mainly from the plaintiff's brief: 1890, 140; 1891, 165; 1892, 441; 1893, 215; 1894, 171; 1895, 106; 1896, 106; 1897, 125; 1898, 95; 1899, 131; 1900, 154; 1901, 181; 1902, 216; 1903, 281. It is argued for the defendant that the numbers for the later years have been enlarged by carrying over cases which in earlier years would have been put into a miscellaneous column (intermittent, remittent, typho-malaria, etc., etc.), but we assume that the increase is real. Nevertheless, comparing the last four years with the earlier ones, it is obvious that the ground for a specific inference is very narrow, if we stopped at this point. The plaintiff argues that the increase must be due to Chicago, since there is nothing corresponding to it in the watersheds of the Missouri or Mississippi. On the other hand, the defendant points out that there has been no such enhanced rate of typhoid on the banks of the Illinois as would have been found if the opening of the drainage canal were the true cause.
Oliver Wendell Holmes, Jr., for the Supreme Court of the United States, Justice Holmes on the evidence in Missouri v. Illinois, 1906 (Source 1) (1906). Public domain (published 1906). Source text.
1The state of Missouri brought suit against the state of Illinois to prevent the discharge of the sewage of Chicago by means of an artificial channel into the Des Plaines River, whence it entered the Illinois River and then the Mississippi. If this was a nuisance, by what law was it to be decided, that of Illinois or Missouri? The United States Supreme Court held that it could decide such controversies between states. Otherwise there would be no means of determining contests between states which in the absence of federation would be decided by war. But the court held that the rules applicable to private riparian owners did not necessarily apply between states and that the injury must be greater than a private injury to warrant relief. Missouri contended that the daily discharge of 1,500 tons of poisonous filth into this channel caused great injury to the public health in the state of Missouri since St. Louis and other cities took their water from the Mississippi River. Missouri showed that the number of deaths from typhoid fever had largely increased after the opening of the Chicago drainage canal. Missouri also showed by the presence in increased numbers in the Illinois River of the Bacillus coli communis, which it was agreed was an index as to the organic matter in the water, that the contamination was increased, but Illinois denied that injury to health had been caused, and so both sides conducted experiments to show the duration of life and capacity for travel of the Bacillus typhosus. It was conceded that typhus, cholera, dysentery, anthrax and tetanus are water-borne diseases and that it was practically impossible to discover the bacilli of typhoid in running water. It was proved by means of floats that the journey from Chicago to St. Louis, 375 miles, required from eight to eighteen and one half days. Then Missouri caused 107 barrels of the Bacillus prodigiosus to be put into the drainage canal near the starting point on November 6, On December 4, one of these bacilli was found at the St. Louis Intake Tower, and a few others later. The duration of life of this bacillus in sunlight in living water, being alleged to be about the same as that of the Bacillus typhosus, it was urged that the typhus bacillus in the sewage of Chicago could reach St. Louis. But Illinois contended that typhoid bacilli could live only for three or four days, and so the representatives of Illinois suspended in the Illinois River, sacs which water could penetrate. In these sacs were bacilli of typhoid and in three or four days there were no living typhoid bacilli in the sacs. Illinois therefore claimed that they had died, to which Missouri replied that the constant change of water made conditions different, that these bacilli may have been of less than normal strength, or that they may have escaped from the sacs. On all the evidence the court held that it was not sufficiently clear that a nuisance existed and the bill was dismissed without prejudice to the right of Missouri to commence over again if it believed that it had evidence strong enough to prove its case.
Alfred Hayes, Jr., Alfred Hayes, Jr., summarizes the case, 1910 (Source 2) (1910). Public domain (published 1910). Source text.
1CHICAGO DRAINAGE CANAL. This canal was built to connect the west branch of the south fork of the Chicago River (q.v.) with the Des Plaines River, one of the head streams of the Illinois River, under such conditions that the water flows from Lake Michigan, through the Chicago River and the canal, into the Des Plaines River, thus reversing the direction of flow of the Chicago River. The object of the canal is to divert to the Illinois River the sewage of Chicago, which had been previously discharged into Lake Michigan. The engineering difficulties were peculiar, and aroused much professional and general interest. Work was begun on the canal on September 3, 1892, and it was formally opened on January 28, 1900. The canal proper begins on the west fork of the south branch of the Chicago River, at Robey Street, 5.8 miles from the lake, up to which point the Chicago River had to be dredged, and extends to Lockport, a distance of 28.05 miles, where the water action is controlled. [...] The width of the canal is 160 feet at the bottom and 162 feet at the top, through rock, and 110 to 202 feet at the bottom and 200 to 300 at the top, through earthy soil, the actual width in most of the distance being but 100 feet, this being sufficient for the flow of water at the rate of 300,000 cubic feet per minute. The depth is 36 feet, with a minimum depth of water of 22 feet. The cost of the canal up to the time of ‘opening’ was about $33,000,000. [...]
The New International Encyclopaedia, The New International Encyclopaedia on the Chicago Drainage Canal, 1905 (Source 3) (1905). Public domain (published 1905). Source text.
1Before 1865, the Chicago River, being a sluggish stream in its lower reaches, had become so offensive because of receiving the sewage of the rapidly growing city, that for its immediate relief the municipal authorities and the canal commissioners agreed to pump water from the river in excess of the needs of navigation. By 1872 the summit level of the canal had been lowered, and it was hoped that this would result in a permanent flow of lake water through the South Branch of the Chicago River, sufficient to keep it in good condition, but the plan failed, and the canal again became grossly polluted.
[...]
2The diversion which has taken place through the Chicago Drainage Canal has been substantially equivalent to a diversion of about 8,500 cubic feet a second for a period of time sufficient to cause, and it has caused, the lowering of the mean levels of the Lakes and the connecting waterways, as follows: Lakes Michigan and Huron approximately 6 inches; Lakes Erie and Ontario approximately 5 inches; and of the connecting rivers, bays and harbors to the same extent respectively. A diversion of an additional 1,500 cubic feet per second, or a total diversion of 10,000 cubic feet a second would cause an additional lowering in Lakes Michigan and Huron of about one inch, and in Lakes Erie and Ontario a little less than one inch, with a corresponding additional lowering in the connecting waterways. The Master also finds that if the diversion at Chicago were ended, assuming that other diversions remained the same, the mean levels of the lakes and rivers affected by the Chicago drainage would be raised in the course of several years (about 5 years in the case of Lakes Michigan and Huron, and about one year in the case of Lakes Erie and Ontario) to the same extent as they had been lowered, respectively, by that diversion.
William Howard Taft, for the Supreme Court of the United States, Chief Justice Taft on the canal's history and the Great Lakes, 1929 (Source 4) (1929). Public domain (published 1929). Source text.
Part 2: Model the moves. Work through the examples. Each one turns evidence into a precise, knowledgeable claim, or shows how to acknowledge a counterclaim or an evidentiary weakness inside the argument rather than leaving it for an opponent to find.
A precise claim from data (Source 1)
Use the St. Louis typhoid deaths in Source 1, paragraph 2, to state a precise claim about the change after the canal opened.
Result: Deaths averaged 1,695 ÷ 10 = 169.5 a year in 1890-1899 and 832 ÷ 4 = 208 a year in 1900-1903, an increase of about 23 percent. Precise claim: "Average yearly typhoid deaths in St. Louis rose by more than a fifth after 1900, by the plaintiff's own figures." The phrase "by the plaintiff's own figures" keeps the source's position in the claim.
Acknowledging an evidentiary weakness in the same data (Source 1)
What weaknesses in these figures must an honest argument for Missouri admit?
Result: First, the figures are counts, not rates: none of the sources gives the St. Louis population, so part of a rise could come from a growing city. Second, Illinois argued that later years "have been enlarged by carrying over cases" from a miscellaneous column. Third, the single year 1892 (441 deaths) is higher than any year after the canal opened. Holmes therefore calls "the ground for a specific inference" "very narrow" (paragraph 2).
A knowledgeable claim about the mechanism (Source 1)
Missouri's case needed germs to survive the trip. State a claim that conveys this mechanism precisely.
Result: The water took "from eight to eighteen and a half days" to arrive, with "forty-eight hours more" to distribution, so at most 18.5 + 2 = 20.5 days. Missouri's experts said the bacillus "might live and keep its power for twenty-five days or more", which is longer than the trip; Illinois's experts said it "could not survive the journey" (paragraph 1). Knowledgeable claim: "Whether Chicago harmed St. Louis turned on how long the typhoid bacillus survives in moving water, and on that question the experts gave 'a categorical contradiction'."
Handling a discrepancy between sources (Sources 1 and 2)
Source 1 gives the distance as 357 miles; Source 2 gives 375. How should an argument handle this?
Result: The two figures differ by 18 miles, possibly two digits switched in one source. An argument should use the figure from the opinion itself (Source 1), which Holmes calls "not open to debate", and mention that a later summary differs. The discrepancy is also a warning about Source 2 in general: Hayes's secondhand summary may contain other slips.
Acknowledging and answering a counterclaim (Source 4)
An argument says Chicago was justified. What is the strongest counterclaim, and how can the argument answer it?
Result: Counterclaim: the diversion harmed other states, lowering "Lakes Michigan and Huron approximately 6 inches" (Source 4, paragraph 2). Answer: the same source shows Chicago faced a serious problem, since its river had become "grossly polluted" even after the 1872 plan (paragraph 1), and the master also found the levels would recover in about 5 years if the diversion ended. The answer concedes the harm and argues it could be limited, which is stronger than denying it.
Guided Practice15 minutes
Groups of three read Source 5, three invented draft arguments; one is deliberately weak. For each draft, groups mark the precise claims, the sources used, the counterclaim acknowledged and the evidentiary weakness named, and then list what is missing. They study the typhoid chart (Diagram 1) while they work.
1These three drafts were written for this page by invented students who read Sources 1-4. One of them is deliberately weak, for practice. None is a model to copy.
2Rosa: "Chicago was justified. The canal sent sewage away from Lake Michigan, where it had been discharged before (Source 3), and the Supreme Court ruled that Missouri had not proved its case (Source 1). A counterclaim is that the canal later lowered Lakes Michigan and Huron by about 6 inches (Source 4, paragraph 2). That cost was real, but it was not known in 1900."
3Sam: "Chicago poisoned St. Louis. Hayes says typhoid deaths 'largely increased' after the canal opened (Source 2), and the numbers prove it."
4Tara: "Chicago's decision was defensible for Chicago but shifted costs to others. The river had been 'grossly polluted' even after the 1872 attempt to fix it (Source 4, paragraph 1), so Chicago faced a real problem. But Missouri's experts described harm downstream (Source 1), and the special master in the lake states' case found that the lakes were lowered (Source 4). The St. Louis death figures are disputed, so the harm to St. Louis is the weakest part of the case against Chicago."
SVHS (invented scenario written for this page), Three Draft Arguments (Source 5: invented student work; one is deliberately weak). Original passage written for this page.
Teacher key (discussion points). Rosa uses three sources and acknowledges a counterclaim, but her last sentence ("it was not known in 1900") is an assertion with no source behind it, which is itself an evidentiary weakness she should flag or support. Sam's draft is the deliberately weak one: it rests on a secondhand summary, ignores that the figures are disputed, never mentions Illinois's evidence, and says the numbers "prove" what the Court found unproved. Tara's draft is the most complete: its claim is limited ("defensible for Chicago but shifted costs to others"), it draws on several sources, and it names its own weakest point. Groups should still ask what "shifted costs" means in numbers.
Independent Practice15 minutes
Each student writes an argument of two or three paragraphs answering the compelling question. Requirements: a precise and knowledgeable thesis claim; evidence from at least three of Sources 1-4, cited by paragraph; at least one calculation or exact figure; the strongest counterclaim, answered with evidence; and at least two named evidentiary weaknesses, with a sentence on how each limits the conclusion.
Closure10 minutes
Exit ticket: "Name the single weakest piece of evidence for your own side, and explain why you still hold your claim."
Teacher note on the sources: Sources 1 and 4 are court opinions; they report the parties' evidence and the Court's judgment, not a scientific verdict. The death figures in Source 1 are counts of deaths, not rates: no source on this page gives the population of St. Louis, so students should not describe them as a death rate. They come mainly from the plaintiff's brief, and Holmes says they are "stated somewhat differently in different places". The page keeps three discrepancies exactly as the sources print them, for students to find: the opening date (January 17, 1900 in Source 1, January 28, 1900 in Source 3), the distance (357 miles in Source 1, 375 in Source 2) and the disease (Source 2 twice writes typhus, a different disease, where the case was about typhoid). They are errors or disagreements in the sources, not on the page. The question asks about a historical decision; both sides can be argued well.
Quiz passage. Questions 11-14, 19 and 20 use Source 6, an invented scenario.
1This scenario is invented for this page. The places, the people and all the numbers are invented.
2In the invented county of Harlan, a paper mill opened a new discharge pipe into Mill Creek in May. That summer, people found dead fish along a 4-mile stretch downstream. A county board must decide whether to order the mill to close the pipe.
3Source 6A, county fish counts (dead fish found in July surveys): 2021, 30; 2022, 45; 2023, 38; 2024 (after the pipe opened), 120.
4Source 6B, the creek's water temperature in July 2024 was the highest in the county's records, which began in 2010. Warm water holds less oxygen.
5Source 6C, a lab hired by the mill: water samples taken 100 yards below the pipe in August met the state's standards for the chemicals tested.
6Source 6D, a biologist hired by a fishing club: dead fish were found only below the pipe, none above it. The mill's samples were taken after the fish had died, and they did not test for oxygen.
SVHS (invented scenario written for this page), The Mill Creek Fish Kill (Source 6: an invented scenario for the quiz). Original passage written for this page.
Differentiation Strategies
For Struggling Students
Provide an argument outline with labeled boxes: thesis, evidence 1-3 with source numbers, counterclaim, answer, weaknesses
Give a vocabulary card for bacillus, intake, diversion, special master, inference and plaintiff
Pre-compute the before and after averages and ask students to write only the precise claim and one weakness
For Advanced Students
Compute the average for 1895-1899 alone and explain how the choice of starting year changes the precise claim
Explain why Holmes says Missouri "must be cautious" if it wins (Source 1, paragraph 1), and how that shapes the Court's standard of proof
Compare the design flow in Source 3 with the diversion the master reports in Source 4, converting units, and explain what the comparison adds to an argument
Assessment Guidance
What to Look For
Strong arguments state a thesis whose scope and certainty match the evidence, use exact figures with their sources, explain the mechanism at issue, draw on sources that represent different interests, answer the strongest counterclaim with evidence, and name specific evidentiary weaknesses and their effect. Watch for claims of proof the record does not support, secondhand figures used without checking, and weaknesses mentioned only in general terms.
02
Classroom Activities
3 Activities
1
Data Detectives
15 minGroups of 3
Each group receives one "before" period for the St. Louis typhoid figures (Source 1, paragraph 2) and compares it with 1900-1903. Groups compute the averages, write the most precise claim the numbers allow, and add one sentence naming an evidentiary weakness. The class then compares the claims that different starting years produce.
The Three Before Periods
Group A: 1890-1899 (ten years).
Group B: 1893-1899 (seven years, leaving out 1890-1892).
Group C: 1897-1899 (the three years just before the canal).
Answer Key for the Teacher
Group A: 1,695 ÷ 10 = 169.5 a year, against 208 a year after; a rise of about 23 percent.
Group B: 949 ÷ 7, about 135.6 a year; the after average is about 53 percent higher.
Group C: 351 ÷ 3 = 117 a year; the after average is about 78 percent higher.
The choice of starting year changes the size of the claimed rise from under a quarter to more than three quarters. A precise claim states the period it uses, and a fair one explains why that period was chosen. All three share the weaknesses that the figures are counts, not rates, and that Illinois disputed how later cases were classified.
Discussion
Which period would each side choose, and why? Ask students how a reader should respond when an argument does not say which years it compared.
2
Discrepancy Log
15 minPairs
Pairs read Sources 1-4 side by side and log every place where two sources disagree about a fact or describe the same fact differently. For each entry they record the two versions, which source they would trust on that point and why, and how an argument should mention the difference.
Log Columns
The fact in question.
Version in source X (with paragraph).
Version in source Y (with paragraph).
Which to trust, and why.
How the argument will mention it.
Answer Key for the Teacher
Opening date: Source 1 says the canal "was opened on January 17, 1900" (paragraph 2); Source 3 says it "was formally opened on January 28, 1900". The two dates are 11 days apart, and neither source explains the difference. An argument that needs the exact day should say the sources disagree and check a third source; for the typhoid figures, which are yearly, the difference does not matter.
Name of the disease: Source 2 writes of "the typhus bacillus" where the case concerned typhoid (Source 1 throughout). Typhus is a different disease, spread by lice, not by water, so an argument should follow the opinion and treat Source 2's wording as an error in the summary, not as new evidence.
Distance: Source 1 gives "357 miles" (paragraph 1); Source 2 gives "375 miles". Trust the opinion, which calls the distance "not open to debate", and mention that the summary differs (see the worked example).
Strength of Missouri's numbers: Source 2 says deaths "had largely increased"; Source 1 accepts an increase but calls the ground for inference "very narrow". The summary is less cautious than the opinion it summarizes.
Modification for a Jigsaw
Assign each pair one source to check against all the others, then regroup so that each new group holds all four checks.
3
Structured Academic Controversy
20 minGroups of 4 (two pairs)
One pair argues that Chicago was justified, the other that it was not. Each pair presents for three minutes; the other pair restates the argument to the presenters' satisfaction. Pairs then switch sides and present again. Finally, the four drop their assigned sides and write a joint statement that names what they agree on, the main counterclaim, and the evidentiary weakness that most limits any conclusion.
Steps
Prepare (5 minutes): a thesis, three pieces of evidence from at least two sources, one weakness in your own evidence.
Present and restate (6 minutes).
Switch sides, present and restate (6 minutes).
Joint statement (3 minutes).
Answer Key for the Teacher
"Justified" arguments usually draw on Chicago's earlier failures with the river (Source 4, paragraph 1), the canal's purpose (Source 3) and the Court's dismissal of Missouri's bill (Sources 1 and 2).
"Not justified" arguments usually draw on the rise in St. Louis deaths and Missouri's bacillus experiment (Sources 1 and 2) and the lake states' losses (Source 4, paragraph 2).
A strong joint statement names a shared weakness, such as the lack of population figures or the conflicting expert results, and keeps the disagreement about values (whose costs count) separate from the disagreement about facts.
03
Diagrams & Visual Aids
1 diagrams
Diagram 1: Typhoid Deaths in St. Louis, 1890-1903
Yearly typhoid deaths in St. Louis as Holmes gives them, "mainly from the plaintiff's brief" (Source 1, paragraph 2), drawn to scale. The dashed line marks the opening of the canal in January 1900. The four years after the opening average 208 deaths, against 169.5 for 1890-1899; the 1892 count of 441 is higher than any later year. The chart shows counts only, so it cannot show whether the rate of illness changed as the city grew.
04
Homework Assignment
~30 min
D4.1.9-12 Homework: Was Missouri's Case Proved?
Directions: Use Sources 1-4 (printed in the Direct Instruction section) to argue a new focused question: "Was the Supreme Court right in 1906 to find that Missouri had not proved its case?" Cite every piece of evidence by source and paragraph, and show any calculation. Answer Problems 1-5 in three to six sentences each, and Problem 6 in two or three paragraphs.
Part 1: Precise and Knowledgeable Claims (Problems 1-3)
Write a thesis on the focused question that states its scope and its degree of certainty precisely.
Missouri argued that "there is nothing corresponding to it in the watersheds of the Missouri or Mississippi", while Illinois pointed out that "there has been no such enhanced rate of typhoid on the banks of the Illinois" (Source 1, paragraph 2). Explain what each side's point is evidence of, and which you find stronger.
Source 2 describes two experiments: the bacillus prodigiosus put into the canal, and typhoid bacilli in sacs in the Illinois River. Write a knowledgeable claim about what the two experiments, taken together, could and could not show.
Part 2: Counterclaims and Evidentiary Weaknesses (Problems 4-6)
Hayes reports that "Missouri contended that the daily discharge of 1,500 tons of poisonous filth" harmed its people (Source 2). Explain the evidentiary status of this figure and how a careful argument should use it.
Source 3 says the canal was wide enough "for the flow of water at the rate of 300,000 cubic feet per minute"; Source 4 says the diversion was "about 8,500 cubic feet a second". Convert one figure so the two can be compared, and explain what the comparison adds to an argument and what weakness it carries.
Write your full argument on the focused question: a precise thesis, evidence from at least three sources, the strongest counterclaim answered with evidence, and at least two named evidentiary weaknesses.
Rubric
Criterion
Full Credit (2 pts)
Partial Credit (1 pt)
No Credit (0 pts)
Precise, knowledgeable claims
Thesis and claims state exact scope, figures and certainty, and explain a mechanism
Claims are clear but vague in scope or certainty
Claims are vague or overstated
Evidence from multiple sources
Accurate evidence from three or more sources, cited by paragraph
Evidence from two sources, or some citations missing
One source or none
Counterclaims
States the strongest counterclaim and answers it with evidence
States a counterclaim without answering it, or a weak one
No counterclaim
Evidentiary weaknesses
Names at least two specific weaknesses and explains how each limits the conclusion
Names one, or names them only in general terms
None named
05
Quiz: 20 Questions
Interactive, with answers
Instructions
Questions 1-10 and 15-18 use Sources 1-4 (in the Direct Instruction section). Questions 11-14, 19 and 20 use Source 6, the invented Mill Creek scenario (in the Closure section). For each multiple-choice question, choose the best answer. For short-answer questions, write four to six sentences.
Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.
0 of 20 answered · 0 correct
Question 1 of 20 · Multiple Choice
Holmes writes, "The data upon which an increase in the deaths from typhoid fever in St. Louis is alleged are disputed. The elimination of other causes is denied" (Source 1, paragraph 1). Which evidentiary weakness does the second sentence name?
Answer: B
"The elimination of other causes is denied" means Illinois disputed Missouri's claim to have ruled out other explanations for the rise. A and D are false (the counts and the distance are given), and C reverses the "categorical contradiction" between the experts.
Question 2 of 20 · Multiple Choice
Holmes notes that "No case of an epidemic caused by infection at so remote a source is brought forward" (Source 1, paragraph 1). What does this sentence tell a reader about Missouri's evidence?
Answer: A
"Brought forward" means offered in evidence: Missouri had no earlier case of an epidemic spread over such a distance. B and C are not in the opinion, and D contradicts the mechanism question the experts disputed.
Question 3 of 20 · Multiple Choice
Holmes says Missouri "must be cautious", because if it won, "many others would follow" (Source 1, paragraph 1). What risk is he pointing to?
Answer: D
He adds that Missouri "not improbably would find itself a defendant to a bill by one or more of the States lower down upon the Mississippi": a win would invite suits against Missouri's own discharges. A, B and C are not in the paragraph.
Question 4 of 20 · Multiple Choice
Hayes writes that without the Court, contests between states "in the absence of federation would be decided by war" (Source 2). What point is he making?
Answer: B
Hayes explains why the Court may hear suits between states: otherwise there would be no lawful way to settle them. A and C read a hypothetical as a historical claim, and D is not in the source.
Question 5 of 20 · Multiple Choice
Hayes says it "was practically impossible to discover the bacilli of typhoid in running water" (Source 2). Why is this an evidentiary weakness for Missouri?
Answer: C
If typhoid bacilli could not be found in the river, Missouri had to rely on indirect evidence, such as death counts and a stand-in bacillus. A confuses "not found" with "not there", B contradicts the float measurements, and D has no support.
Question 6 of 20 · Multiple Choice
Hayes ends: the bill "was dismissed without prejudice to the right of Missouri to commence over again if it believed that it had evidence strong enough" (Source 2). Which statement about the outcome is the most precise?
Answer: C
Dismissal "without prejudice" leaves Missouri free to sue again, so the decision concerns the strength of the evidence then offered, not a finding that the sewage was harmless (A). B reverses the result, and D contradicts the right to "commence over again".
Question 7 of 20 · Multiple Choice
Which claim about the canal's cost does Source 3 support most precisely?
Answer: A
Source 3 says "The cost of the canal up to the time of 'opening' was about $33,000,000." B turns "about" into "exactly" and extends the date, C compares with projects the source never mentions, and D is not in the source.
Question 8 of 20 · Multiple Choice
An argument that Chicago was justified says the city tried smaller fixes before it built the drainage canal. Which detail in Source 4, paragraph 1, about what was done "for its immediate relief" before 1865, is evidence for that claim?
Answer: B
City authorities and canal commissioners "agreed to pump water from the river in excess of the needs of navigation". A came later (Source 3 dates the start of work to 1892), C is not in the paragraph, and D happened after 1900.
Question 9 of 20 · Multiple Choice
Source 4 reports that an additional diversion of 1,500 cubic feet per second would lower Lakes Michigan and Huron by "about one inch" (paragraph 2). Which claim does this support precisely?
Answer: D
The master links more diversion to more lowering, about an inch for another 1,500 cubic feet per second. A wildly overstates the finding, B reverses it, and C contradicts the finding that the diversion "has caused" the lowering.
Question 10 of 20 · Multiple Choice
Which thesis is both precise and knowledgeable?
Answer: D
D states what Chicago did, who bore the risk and how certain the harm was, which conveys knowledge of the dispute. A is a bare verdict, B is vague, and C overstates the evidence.
Question 11 of 20 · Multiple Choice
An argument for closing the pipe needs a precise claim about Source 6A. Which claim compares the 2024 count with the 2021-2023 average accurately? The 2024 count was...
Answer: C
The 2021-2023 average is (30 + 45 + 38) ÷ 3, about 37.7, and 120 ÷ 37.7 is about 3.2. A divides 120 by the three-year total (113) instead of the average, B divides by the highest earlier year (45), and D divides by the lowest year (30).
Question 12 of 20 · Multiple Choice
Which counterclaim to "the pipe killed the fish" does Source 6B support?
Answer: A
Source 6B reports the highest July temperature on record and notes that "Warm water holds less oxygen", an alternative cause. B is not in the scenario, C contradicts 6D, and D contradicts 6C.
Question 13 of 20 · Multiple Choice
What is an evidentiary weakness of Source 6C, the mill's lab results?
Answer: C
6D points out that the samples "were taken after the fish had died" and "did not test for oxygen", so 6C cannot show conditions during the kill. A is false (100 yards below the pipe), B misnames who hired the lab, and D reverses its finding.
Question 14 of 20 · Multiple Choice
Which evidence best answers the counterclaim that the heat, not the pipe, killed the fish?
Answer: B
Hot weather would warm the creek above the pipe too, so finding dead fish "only below the pipe, none above it" (6D) points back to the pipe. A, C and D do not separate the two explanations.
Question 15 of 20 · Short Answer
Write a precise and knowledgeable thesis on the compelling question, "Was Chicago justified in reversing its river to carry its sewage away from Lake Michigan?" Support it with evidence from at least three of Sources 1-4.
Model answer: "Chicago was justified in 1900 in removing sewage from its own lake, but the decision moved costs onto others that the city did not then have to prove were small." Evidence: the canal's object was to divert sewage "previously discharged into Lake Michigan" (Source 3); the river had remained "grossly polluted" after the 1872 plan (Source 4, paragraph 1); Missouri presented a rise in St. Louis deaths that the Court assumed was "real" while finding the inference "very narrow" (Source 1, paragraph 2); and the lake states later showed lake levels about 6 inches lower (Source 4, paragraph 2). Rubric: full credit for a thesis precise in scope and certainty, with accurate evidence from three sources; partial credit for two sources or a vague thesis. Either side may be argued.
Question 16 of 20 · Short Answer
State the strongest counterclaim to your thesis in Question 15, and answer it with evidence.
Model answer: Counterclaim: Chicago shifted a health risk onto St. Louis, where typhoid deaths averaged more after 1900, and Missouri's stand-in bacillus reached the St. Louis intake in about four weeks (Source 2). Answer: the Court found the death figures disputed, the causes uncertain and the experts in "categorical contradiction" (Source 1, paragraph 1), and Illinois's sac experiment suggested typhoid bacilli died within three or four days (Source 2). The counterclaim shows a plausible risk, not a proven harm. Rubric: full credit for the strongest relevant counterclaim and an evidence-based answer; partial credit for a weaker counterclaim or an answer without evidence.
Question 17 of 20 · Short Answer
Name two evidentiary weaknesses in the record of Missouri v. Illinois, and explain how each limits any conclusion about whether Chicago harmed St. Louis.
Model answer: First, the experts disagreed on how long the bacillus survives, "twenty-five days or more" against not surviving the journey (Source 1, paragraph 1), so the key link in the chain is unsettled. Second, Illinois argued that later death counts were enlarged by moving cases from a miscellaneous column (Source 1, paragraph 2), so part of the rise may be a change in record keeping. Each weakness means an argument can claim a possible link but not a proven one. Rubric: full credit for two specific weaknesses tied to the sources, each with its effect on the conclusion; partial credit for one.
Question 18 of 20 · Short Answer
Explain how using sources that represent different interests (St. Louis, Chicago and the Great Lakes states) makes an argument about the canal stronger. Give one example.
Model answer: Each interest has reasons to stress some facts and play down others, so drawing on all of them lets a writer check one side's claims against another's. For example, Source 4 records findings in a suit by six lake states, which no Chicago-friendly source would stress, and it also confirms Chicago's long trouble with its river. An argument that uses it on both points is harder to dismiss as one-sided. Rubric: full credit for a clear reason and an accurate example; partial credit for a reason without an example.
Question 19 of 20 · Short Answer
Use Source 6 to write a short argument for the Harlan county board: should it order the mill to close the pipe? Include a precise claim, the strongest counterclaim, and one evidentiary weakness.
Model answer: The board should order the pipe closed while it investigates, because dead fish rose to 120 in the first summer after the pipe opened, about three times the 2021-2023 average of 37.7 (6A). Counterclaim: July 2024 was the hottest on record and warm water holds less oxygen (6B). Answer: heat and the discharge can act together, so heat does not clear the pipe; closing it while oxygen is measured is a limited step that the evidence supports. Weakness: no one measured oxygen during the kill, so the cause is not proven. Rubric: full credit for a precise claim with an accurate figure, the strongest counterclaim answered with evidence, and a specific weakness; partial credit for two of the three. Either decision may be argued.
Question 20 of 20 · Short Answer
Both the mill's lab (6C) and the fishing club's biologist (6D) were hired by an interested party. Name one evidentiary weakness of each, and explain how a fair argument should use them.
Model answer: 6C: its samples came after the die-off and did not test oxygen, so it cannot show the conditions that killed the fish. 6D: the biologist was hired by a fishing club and reports where fish were found but not what killed them. A fair argument uses each for what it can show (6C: the tested chemicals met standards in August; 6D: where along the creek the dead fish were found), says who paid for each, and does not treat either as settling the cause. Rubric: full credit for a specific weakness of each and a fair method of use; partial credit for weaknesses without the method.
0 of 20 answered · 0 correct
06
Frequently Asked Questions
10 Questions
What does D4.1.9-12 mean?
D4.1.9-12 asks high school students to construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. The argument must say exactly what the evidence shows, answer the strongest opposing view, and admit where the evidence is thin or disputed.
What is an evidentiary weakness?
An evidentiary weakness is any feature of the evidence that limits what it can prove. Common examples are disputed or incomplete data, counts without the population behind them, experts who disagree, sources that contradict each other, and secondhand summaries.
How is D4.1.9-12 different from D4.1.6-8?
Grades 6-8 build arguments from claims and evidence and acknowledge strengths and limitations; grades 9-12 add precise and knowledgeable claims and require students to acknowledge counterclaims and specific evidentiary weaknesses.
Doesn't naming weaknesses in my own evidence hurt my argument?
Usually it helps. An argument that names its weak points and explains why the claim still holds is more credible than one an opponent can puncture by pointing out what it hid.
What makes a claim knowledgeable rather than just precise?
A knowledgeable claim explains a cause, mechanism or condition. "Deaths rose after 1900" is precise; a claim that the case turned on how long the typhoid bacillus survives compared with the travel time of the water is knowledgeable.
Why use the Chicago canal and Missouri v. Illinois for D4.1.9-12?
The case has a full record of evidence on both sides, written down by the Supreme Court, and the sources disagree in ways students can check. It involves several groups with different interests, and it is a historical dispute rather than a current partisan one. The topic is a vehicle for the skill.
Do students have to agree with the Supreme Court?
No. The Court ruled on whether Missouri had proved its case in 1906; the compelling question asks whether Chicago's decision was justified, and students may argue either side. The rubric scores precision, evidence, counterclaims and weaknesses.
How should students handle numbers that differ between sources?
Report the difference instead of silently choosing one figure. Prefer the source closest to the evidence, such as the court opinion over a later summary, and say why.
How is D4.1.9-12 assessed?
It is usually assessed with an argumentative essay or presentation scored by a rubric. Criteria include a precise thesis, evidence from several sources, a counterclaim answered with evidence, and specific evidentiary weaknesses with their effect on the conclusion.
Which standards connect to D4.1.9-12?
It builds on D4.1.6-8 and D3.4.9-12, pairs with WHST.11-12.1 and RH.11-12.8 in literacy, and leads to D4.2.9-12 and D4.3.9-12, where students build explanations and present arguments to wider audiences.
07
Related Standards
5 standards
These standards connect to D4.1.9-12: prerequisites to review first, parallel standards at the same level, and next steps that build on it.
Before this lesson
D4.1.6-8Prerequisite
Construct arguments using claims and evidence from multiple sources
Present adaptations of arguments to audiences outside the classroom
Lesson coming soon
Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.