Hurts just to read about the situation. Here's my two cents.
Forget about "the paper" for a moment. Have your daughter talk about her paper's topic with you as a conversation, perhaps over dinner. "So your paper is about the Great Wall of China. What a fascinating topic. What have you found out about it?" Can she articulate her ideas? For some kids, talking first helps with the writing. This will also alert you to what may be missing in the research. This may also make your dd aware of what she is missing.
With that conversation started, now talk about her progress on the paper. "What do you think needs the most attention now?" Let her take ownership of the paper by informing you of her understanding of the process. Ask her what steps she has taken, and if she cannot remember, then ask about the instructions. "I remember my days writing papers. I always found the directly quoted passages tough. What are you finding difficult?" With all of these questions about the process, hope that she asks you to review her paper with her. This is your goal. You want her to invite you because she feels you have something to offer.
Say, "Oh, let me hear it. Read it to me!" This gets her to read it aloud. This step usually results in students noticing some of their mistakes. What they don't notice, they do not know is a mistake.
"Did you get an example as a guide for the assignment, honey?" If so, review it. "Do you think comparing your paper to this example would help?" Assist her with the step. See if she gets lightbulbs over her head as to what to fix.
This should be the point where she realizes that she has a lot of rewriting to do. "Did you know that when I write something, I typically take at least two drafts, if not more, to get what I want to say just right?" Focus on the paper as something to inform or explain to another person, rather than a paper to write. Think audience.
"Honey, Ms. Glass probably has a lot of good ideas to share. I can pick you up late after school tomorrow if she can meet with you." I'd have her approach the teacher tomorrow and ask for an after school appointment for advice and support (or have her send an email tonight). Without your daughter's knowledge, I'd also email the teacher to tell him or her that you urged your daughter to talk to the teacher because you are teaching her to be self responsible, but given the late date and DDs age, you are ensuring that there is follow through. Many kids are timid about approaching their teachers.
Any teacher with an eye on the overall goal will prefer to take a late paper done correctly than a paper on time but in horrible condition. The idea of bringing the paper in its current condition to the after school meeting is a good one. I tell my students to bring their "horrible first draft" as a starting basis for improvement.
If she lets you review the paper and give her advice, do the following:
Make sure she has a viable thesis. Does this history paper have an opinion thesis? Find out.
Did the teacher start with the students identifying questions they wanted to research? Writing a good question to research is the most important tool to learn. This provides focus and allows students to determine whether the information fits their vision for a paper or not.
Many students just copy everything on the topic they see without understanding what the information says or whether when in one paper the information will relate. This is a habit that needs to be stamped out in one's early years. It leads to plagiarism, unwittingly or not.
The creation of sub questions should be able to result in paragraph topic sentences.
I hope this works out for you and your daughter.