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Japanese Segregation in San Francisco Lesson Plan Central Historical Questions: Why did Teddy Roosevelt oppose the segregation of San Francisco s public schools? Materials: Copies Japanese Segregation Documents A-E Copies Japanese Segregation Graphic Organizer Copies Japanese Segregation Timeline Plan of Instruction: 1. Introduction: As we have learned, historians often use documents to make inferences about what life was like at a particular place and time to understand historical context. Historical documents often contain many clues about the major issues, conflicts, beliefs, customs, and prejudices of people at a certain historical moment. Today we are going to make some inferences about life in the United States and California by exploring a strange incident that happened in San Francisco in 1906 and President Theodore Roosevelt s reaction to it. A few months after the earthquake of 1906, the San Francisco Board of Education decided to segregate Japanese students and force them to go to the Chinese school. This created a major crisis. President Roosevelt became involved and tried to get the Board of Education to change its decision. We are going to examine this event by reading some of President Roosevelt s letters and speeches and analyzing a political cartoon. Your main goal is to answer the question: Why did Roosevelt intervene in the Japanese student segregation crisis? Another goal is to identify how these documents reflect what you might already know about this historical period and how they might help you learn more about the historical context of the time. 2. As a class, read Document A and fill out Graphic Organizer. Discussion to follow reading of Documents A: Based on just Document A, why do you think Teddy Roosevelt intervened in the San Francisco law? Do you think he cared about the civil rights of Japanese? What does this document tell you about the United States in 1906? Japanese Segregation in San Francisco

How does it relate to what you might have already known about this time and place in history? 4. Hand out Documents B, C, D, E. Have students complete Graphic Organizer for those documents in small groups. 5. Discussion Questions: Based on all the documents, why do you think Teddy Roosevelt intervened in the San Francisco law? Do you think he cared about the civil rights of Japanese? What can you infer about the United States and California in 1906-07 from these documents? Some possible student answers: o Asian Americans experienced discrimination, particularly on the West Coast; o America was an increasingly diverse nation at this time; o Japanese were used as labor in Hawaii; o the United States was becoming an international power with interests in Asia. 6. Hand out Japanese Segregation Timeline. Read through with students. Identify, with students, all the contextual issues that they were able to infer from the documents. Emphasize how reading contextually not only means bringing background knowledge to the documents, it also means learning about the historical context from the documents. Citations: Theodore Roosevelt, Annual message to Congress, December 4, 1906. http://teachingamericanhistory.org/library/index.asp?document=1315 Do Not Embarrass the Administration, Harper s Weekly, November 10, 1906. http://www.harpweek.com/09cartoon/browsebydatecartoon.asp?month=november&date=10 Theodore Roosevelt, Letter to the Secretary of Commerce and Labor, Victor Metcalf, November 27, 1906. http://query.nytimes.com/mem/archivefree/pdf?_r=1&res=9903e1d61431ef33a25752c1a9679c946395d6cf Roger Daniels, The Politics of Prejudice: The Anti-Japanese Movement in California and the Struggle for Japanese Exclusion, (Berkeley: University of California Press, 1962), 35. http://books.google.com/books?id=xzedcmaun6uc&printsec=frontcover&source=gbs_v2_sum mary_r&cad=0#v=onepage&q=&f=false Copyright 2009, Avishag Reisman and Bradley Fogo. Japanese Segregation in San Francisco

Document A: Roosevelt Public Speech (Modified) It is unwise to depart from the old American tradition and to discriminate for or against any man who desired to come here as a citizen. We cannot afford to consider whether he is Catholic or Protestant, Jew or Gentile; whether he is Englishman or Irishman, Frenchman or German, Japanese, Italian, Scandinavian, Slav, or Magyar. The class of Chinese laborers are undesirable immigrants to this country, because of their numbers, the low wages for which they work, and their low standard of living. Source: Public speech by Roosevelt, December 1905. Document B: Roosevelt Letter to Friend (Modified) The California Legislature has the right to protest against the immigration of Japanese laborers. Their cheapness and clannishness make them a challenge to our laboring class, and you may not know that they have begun to present a serious problem in Hawaii all the more serious because they keep entirely to themselves. Furthermore, I understand that the Japanese themselves do not permit any foreigners to own land in Japan.... I would not have objected at all to the California Legislature passing a resolution, courteous and proper in its terms, which would really have achieved their goal. But I do object to, and feel humiliated by, the foolish offensiveness of the resolution they passed. Source: Letter from Roosevelt to a friend on May 6, 1905, in which he criticizes the California Legislature s recent move to restrict immigration from Japan. Japanese Segregation in San Francisco

Document C: Roosevelt to Congress (Modified) Here and there a most unworthy feeling has manifested itself toward the Japanese [such as] shutting them out of the common schools of San Francisco [and] mutterings against them in one or two other places, because of their efficiency as workers. To shut them out from the public schools is a wicked absurdity. It s absurd that the mob of a single city may at any time perform acts of lawless violence that would plunge us into war. A city should not be allowed to commit a crime against a friendly nation. Source: Roosevelt s annual message to Congress, December 4, 1906. Document D: Roosevelt Letter to Secretary Metcalf (Modified) My Dear Secretary Metcalf: I had a talk with the Japanese Ambassador and told him that in my judgment the only way to prevent constant friction between the United States and Japan was to keep the movement of the citizens of each country into the other as restricted as possible to students, travelers, business men and the like. It was necessary that no Japanese laboring men that is, of the coolie class come into the United States. The Ambassador agreed with this view and said that he had always been against Japanese coolies going to America or Hawaii. Of course, San Francisco s action will make it difficult for most Japanese to agree with this view. But I hope my message will smooth over their feelings. Sincerely yours, Theodore Roosevelt Vocabulary Coolie- derogatory term for unskilled Asian labor Source: Letter from Roosevelt to Secretary Metcalf, who went to San Francisco to investigate the Japanese segregation crisis, November 27, 1906. Japanese Segregation in San Francisco

Document E: Political Cartoon Source: This cartoon was published in Harper s Weekly, a New York-based magazine, in November 1906. It shows Secretary Metcalf speaking to a young schoolboy, who represents San Francisco. Japanese Segregation in San Francisco

San Francisco Japanese Segregation Crisis Timeline 1882 Chinese Exclusion Act prohibits Chinese immigration (in one year, Chinese immigration drops from 40,000 to 23). 1884 Japanese government allows Japanese workers to emigrate to Hawaii to work on sugar plantations. 1890 Approximately 2,038 Japanese in the United States. 1902 President Roosevelt declares victory in the Philippines. 1903 President Roosevelt signs treaty with Panama to begin construction of the Panama Canal. 1904-1905 Russo-Japanese War between Russia and Japan. Japan surprisingly defeats Russia and establishes itself as a military power. President Roosevelt mediates the treaty and wins a Nobel Peace Prize for his efforts in 1906. May 1905 April 1906 Anti-Asiatic League formed in San Francisco. Supported by 67 labor unions. Pushes for legislation to exclude Japanese, Koreans, Chinese. San Francisco earthquake destroys 29 out of 72 school buildings. Oct. 11, 1906 San Francisco Board of Education passes a law forcing Japanese students to attend the Chinese school. Japan angers when it hears of the law. Oct. 26, 1906 President Roosevelt publicly opposes the San Francisco law. 1907 President Roosevelt signs Gentlemen s Agreement in which Japan agrees to restrict the immigration of Japanese workers to the United States. In return, San Francisco reverses law and allows Japanese into the public schools. Japanese Segregation in San Francisco

Civil War Lesson #5: Lincoln s Speeches Major Topics: Review of the Declaration of Independence Lincoln s Address to the Illinois Republican Convention (the House Divided Speech) Lincoln s First Inaugural Address The Emancipation Proclamation The Gettysburg Address Lincoln s Second Inaugural Address Why Did Lincoln Fight? Abraham Lincoln s public justification for war evolved over his years in public office. In fact, the entire meaning of freedom and equality - ideals of the Declaration of Independence evolved during the war as well. As a senatorial candidate in the 1850s, Lincoln argued for the preservation of the Union and against the expansion of slavery to the west. As the war progressed, he emphasized freedom and the abolition of slavery more. While Lincoln s most famous act may have been freeing the slaves and so bringing a new birth of freedom, some historians argue that this was not his original intention. Abraham Lincoln, three-quarter length portrait, seated, facing right; hair parted on Lincoln's right side. Source: Library of Congress, http://www.loc.gov/pictures/item/2009630693/ This lesson gives students the opportunity to make their own interpretations to answer the focus question, using specific evidence from Lincoln s speeches and comparisons with the Declaration of Independence. Sentence deconstruction activities help students understand Lincoln s symbolism, abstraction, and 19 th - century prose. Page 1 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

Procedures Step 1: Reviewing the Declaration of Independence (Class Time: 20 minutes) Distribute copies of CW5.1, The Declaration of Independence, and go over the excerpt, noting the goals of the document and the major ideas listed and explained below, with the whole class. Ask students to turn to one or two neighbors, and talk about how the writers of the Declaration would define freedom, based upon this excerpt. Have a few students share their definitions with the entire class. Ask them about the connection between the ideals of the Declaration of Independence and the reality of slavery. Many people in 1860 did not believe that slaves/black people (or Native Americans, or other non-white people, or women) should be equal to white men. One of the big questions historians ask about the Civil War is what Lincoln thought about abolishing slavery and bringing equality to freed slaves. No one can really know, because we cannot read Lincoln s mind. Tell students that they will be investigating Lincoln s perspective and how he dealt with the large questions of preserving the union, slavery, and extending freedom and rights. Finally, explain to students that they will examine how Lincoln s argument for war seemed to evolve over time. Step 2: Predicting the Big Ideas (Class Time: 30 minutes) Announce the lesson focus question: Why did Lincoln Fight? and tell them that they will be researching this question using five of Lincoln s speeches. Divide the class into five groups and give each group a different word cloud: The House Divided Word Cloud (CW5.2.1); The First Inaugural Address Word Cloud (CW5.2.2); The Emancipation Proclamation Word Cloud (CW5.2.3); The Gettysburg Address Word Cloud (CW5.2.4); and The Second Inaugural Address Word Cloud(CW5.2.5). Explain how the word cloud works (it contains all the words in the speech; the larger the word, the more often it appears in the graphic). Ask groups to discuss which words are most prominent in their word cloud, and what they predict the speech will tell them about Lincoln s reasons for fighting the war. Ask a volunteer from each of the five groups to share their predictions about the speech. Chart these findings on butcher paper and post on the wall under the heading, Why did Lincoln Fight? Step 3: Analyzing Lincoln s Speeches (Class Time: 150 minutes) Distribute Analyzing Lincoln s Speeches (CW5.3). Starting with the House Divided speech (CW5.3.1), introduce each document with a brief outline of background information, emphasizing the historical context of the speech, which is summarized in the Background section of each document. Read or have students read the excerpt aloud, and then silently to themselves. Direct students to underline the sentence(s) that gives Lincoln s reason(s) for fighting the war. Next, have students use the sentence deconstruction activity to help them focus on a small section of the excerpt. See Instructions for Sentence Deconstruction (CW5.4) for step-bystep procedures for this literacy strategy. If the students need more literacy support, guide them through the questions using the Additional Literacy Strategy for Analyzing Lincoln s Speeches (CW5.6.) Then divide students into pairs, have them re-read the document to answer the excerpt analysis questions: What is Lincoln s argument? How does this speech relate to the Declaration of Independence? What does this speech tell us about the Lincoln s reasons for fighting? Page 2 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

Procedures (continued) Repeat for Lincoln s First Inaugural (CW5.3.2), the Emancipation Proclamation (CW5.3.3, the Gettysburg Address (CW5.3.4), and Lincoln s Second Inaugural (CW5.3.5.) When they are done, discuss any new information and insights they have gained, to return once again to the lesson focus question, Why did Lincoln Fight? Chart their answers to the last question on the butcher paper (see Wall Chart: Why Did Lincoln Fight? [CW5.5] for a model). Step 4: Making an Interpretation (Class Time: 50 minutes) Distribute Historical Interpretation: How did Lincoln s reasons for fighting change over time? (CW5.7) Read aloud and discuss with students the explanation of change over time and the shift in the focus question. Review the three interpretation starters to explain change patterns and divide them into small groups. Tell them to discuss the question, choose one of the interpretation starters, and fill it in to create an interpretation, using CW5.3, as well as the class notes on the wall chart. Then instruct students to fill out the EAR Evidence chart. Finally, have students return to their Historical Figure profile (CW4.1) to answer the final question, which asks them to speculate about the response their figure might make to these speeches. If time permits, ask a few to share their interpretations and one or two pieces of evidence from the EAR chart that they find most convincing. After collecting student papers, ask students what they have learned about the meaning of freedom from this lesson. Add their comments to the Freedom Wall. Make sure that the students understand: Even though Lincoln is famous for abolishing slavery, he did not enter into the Civil War with the public goal of ending slavery. His main reason was to preserve the Union. With the Emancipation Proclamation, Lincoln changed his (public) reasons for fighting the war to include freedom for the slaves, while still keeping the reason of preserving the Union. The end of slavery during the Civil War marked a fuller realization of the ideals of the Declaration of Independence. Step 5: Ready to Move On Quiz Distribute Ready to Move On Quiz #2 (CW5.8) and have students complete it. Use the diagnostic matrix in the key to check student mastery of lessons 3 through 5. Page 3 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

Modifications / Support for Student Literacy The Declaration of Independence (CW5.1) This document includes a specific excerpt from the Declaration and then an explanation of each part of the excerpt. If students are not challenged by the language, feel free to disregard the notes below the excerpt. Analyzing Lincoln s Speeches (CW5.3) Each excerpt includes a sentence deconstruction activity, designed to support student reading comprehension. CW5.4 has detailed instructions for teaching this literacy strategy. We also offer an Additional Literacy Strategy for Analyzing Lincoln s Speeches (CW5.6) to accomplish the same goals. If students are familiar with the sentence deconstruction method, the teacher can model the entire procedure for the first speech with the whole class, and then divide the class into groups. Each group would then do the procedure (sentence deconstruction and excerpt analysis) for one additional speech. When they are finished, each group would report their answers to the class, while the teacher corrects any misconceptions. Abraham Lincoln, half-length portrait, facing right, probably 1858, printed later. Source: Library of Congress. http://www.loc.gov/pictures/item/2009630653/ Making an Interpretation (CW5.7) The purpose of the interpretation starters is to structure the development of the students interpretations. If students do not need this level of support and structure, disregard these structures. It is strongly recommended that you have students at all levels complete the EAR Evidence chart. If time permits, have students write a paragraph answering the prompt. Short-Track Schedule: If you are short of time, follow this procedure for a 125-minute lesson. Step 1: Skip. Step 2: Complete the group activity, but skip charting the group findings. Step 3: Do the full procedure, but only for two speeches, the First Inaugural Address (CW5.3.2) and the Gettysburg Address (CW5.3.4). Use the Wall Chart: Why Did Lincoln Fight (CW5.5) as a handout. Review the ideas of the remaining speeches with the whole class. Step 4: Complete. You will need to modify the EAR chart for two points, rather than three. Page 4 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.1- The Declaration of Independence (1776) The Declaration of Independence officially declared America s independence from Great Britain. In addition, the document listed a number of complaints against King George, and most importantly, explained a political philosophy that bound the new country together, inspired leaders before, during, and after the Civil War, and continues to guide our democracy today. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, Declaration of Independence, July 4th, 1776 / painted by J. Trumbull ; engraved by W.L. Ormsby, N.Y. 1876. Source: The Library of Congress, that among these are Life, Liberty and the http://www.loc.gov/pictures/item/96521535/ pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government. Important quotes, with explanations, to remember from the Declaration: all men are created equal. that they are endowed by their Creator with certain unalienable Rights, o God has given men rights that cannot be taken away. These are often referred to as natural rights. that among these are Life, Liberty and the pursuit of Happiness. o These rights include the right to Life, Liberty [freedom] and the pursuit of Happiness [widely considered the right to own property]. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed o To protect these rights, people create governments. These governments have authority or power only when given to them by the people. That whenever any Form of Government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new Government. o Citizens have the right to change or get rid of a government when it doesn t protect their natural rights. Page 5 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.2.1- The House Divided Speech (June 16, 1858) Word Cloud Page 6 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.2.2- Lincoln s First Inaugural Address (March 4, 1861) Word Cloud Page 7 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.2.3- Emancipation Proclamation (January 1, 1863) Word Cloud Page 8 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.2.4- The Gettysburg Address (November 19, 1863) Word Cloud Page 9 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.2.5- Lincoln s Second Inaugural Address (March 4, 1865) Word Cloud Page 10 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.1- Analyzing Lincoln s Speeches: House Divided (June 16, 1858) Word Cloud Prediction: What did the Word cloud of this speech tell us about Lincoln s reason for going to war? Background: Lincoln gave this speech in Springfield, Illinois, at the close of the Republican State convention which named him as the Republican candidate for U. S. Senator. Senator Douglas, a Democrat, was not present. This was before the Civil War, when both men were running for the U.S. Senate. Lincoln lost to Douglas. Excerpt: A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved--i Abraham Lincoln, half-length portrait, facing right], probably 1858, printed later. Source: Library of Congress. http://www.loc.gov/pictures/item/2009630653/ do not expect the house to fall--but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction; or its advocates will push it forward, till it shall become alike lawful in all the States, old as well as new--north as well as South. Sentence Deconstruction: Historical Actors (who is doing this?) Action words (verbs/ verb phrases) believe cannot endure permanently Who, What, Where Message half slave and half free Questions or conclusions- What connections can you make from this information? What does Lincoln believe will happen to the division of the U.S. into slave and free states? Page 11 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.1- Analyzing Lincoln s Speeches ( House Divided, continued) Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect the peoples (natural) rights Does the House Divided speech relate to the Declaration of Independence? If so, how? If not, why not? What was Lincoln arguing? Lincoln made this speech two years before the Civil War began. What does this speech tell you about Lincoln s intentions for going to war? Page 12 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.2- Analyzing Lincoln s Speeches: First Inaugural Address (March 4, 1861) Word Cloud Prediction: What did the word cloud of this speech tell us about Lincoln s reasons for going to war? Abraham Lincoln, candidate for U.S. president, before delivering his Cooper Union address, New York, N.Y., on Feb. 27, 1860. Matthew Brady, Photographer Source: Library of Congress. http://www.loc.gov/pictures/item/2009630664/ Background: Abraham Lincoln won 40% of the popular vote in 1860 and almost 60% of the electoral vote. However, his name was not even on the ballot in some Southern states, and he received almost no votes from the south. Lincoln s election was due, in part, to the fact that the opposition split their support between three different candidates. He made this speech after he was sworn in as president. Some of the southern states had already seceded from the Union. Excerpt: I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.... In your hands, my dissatisfied fellow countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath to destroy the government, while I shall have the most solemn one to preserve, protect, and defend it. I am loath to close. We are not enemies, but friends. We must not be enemies. Though passion may have strained, it must not break our bonds of affection. The mystic chords of memory, stretching from every battle-field, and patriot grave, to every living heart and hearth-stone, all over this broad land, will yet swell the chorus of the Union, when again touched, as surely they will be, by the better angels of our nature. Sentence Deconstruction: Circumstances Historical Actors (who is doing this?) You(the states that have seceded) Verb / Verb Phrase have while I (Lincoln) shall have Who, What, Where Message Questions or conclusions What is Lincoln s oath? Why does he say that the seceded states have no oath? Page 13 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.2- Analyzing Lincoln s Speeches (First Inaugural, continued) Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the First Inaugural Address speech relate to the Declaration of Independence? If so, how? If not, why not? What was Lincoln arguing? What does this speech tell you about Lincoln s reasons for going to war? Page 14 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.3- Analyzing Lincoln s Speeches: Emancipation Proclamation (January 1, 1863) Word Cloud Prediction: What did the word cloud of this speech tell us about Lincoln s reasons for going to war? Background: After two years of war, Lincoln decided to free the slaves in the Confederacy (but not those in Union states). On September 22, 1862, he issued the first version of this proclamation [announcement] which said that the final document would take effect January 1, 1863. Abraham Lincoln, August, 1863. Alexander Gardner, Photographer Source: Library of Congress.http://www.loc.gov/pictures/item/200868 0386/ Excerpt: all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service... Sentence Deconstruction: Connector words Historical Actors Verbs/ Verb phrases Who, What, Where Message Questions or conclusions And that whereof (in rebel states) [ ] held shall then be shall be further declare and make known, will be received as slaves within any State or designated part of a State, In rebellion against the United States then, thenceforward, and forever free into the armed service of the United States Who are the persons that Lincoln is referring to and where do they live? How will this proclamation affect the Union military? Page 15 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.3- Analyzing Lincoln s Speeches (Emancipation Proclamation, continued) Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the Emancipation Proclamation relate to the Declaration of Independence? If so, how? If not, why not? What was Lincoln arguing? What does this speech tell you about Lincoln s reasons for fighting the war? Page 16 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.4- Analyzing Lincoln s Speeches: Gettysburg Address (November 19, 1863) Word Cloud Prediction: What did the word cloud of this speech tell us about Lincoln s reasons for going to war? Background: Six months after the Union victory in the Battle of Gettysburg, Lincoln gave this speech as part of a dedication of the Gettysburg cemetery. 23,000 Union and 28,000 Confederacy soldiers died at the battle of Gettysburg. Gettysburg, Pa. Confederate dead gathered for burial at the edge of the Rose woods, July 5, 1863. Alexander Gardner, Photographer Source: Library of Congress. http://www.loc.gov/pictures/item/cwp2003000202/pp/ Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. Page 17 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.4- Analyzing Lincoln s Speeches (Gettysburg Address, continued) Sentence Deconstruction: -Time marker -Connector words -Prepositional phrase -Circumstances Historical Actors (who is doing this?) Verbs / Verb Phrases Who, What, Where Message It is rather for us (our country) to the great task remaining before us that from these we increased honored dead devotion to that cause for which they ( ) here -- that we the last full measure of devotion Questions or conclusions What was the unfinished task? How did Lincoln think the people could honor those who died? that these dead in vain -- that this nation, under a new birth of God, freedom What does a new birth of freedom mean? -- and that government of the people, by the people, for the people, from the earth. Why did Lincoln think the people of the Union should continue fighting the war? Page 18 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.4- Analyzing Lincoln s Speeches (Gettysburg Address, continued) Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the Gettysburg Address relate to the Declaration of Independence? If so, how? If not, why not? What was Lincoln arguing? What does this speech tell you about Lincoln s reasons for fighting the war? Page 19 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.5- Analyzing Lincoln s Speeches: The Second Inaugural Address (March 4, 1865) Word Cloud Prediction: What did the word cloud of this speech tell us about Lincoln s reasons for going to war? Background: After four years of bloody war, the Union re-elected Lincoln. The defeat of the Confederacy was near, and many slaves were now free. In his Second Inaugural Address, Lincoln argued for reunification and rebuilding the South. Excerpt: One-eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the southern part of it. These slaves constituted a peculiar and Abraham Lincoln, head-and-shoulders portrait, traditionally called "last photograph of Lincoln from powerful interest. All knew that this interest was somehow the life", February 5, 1865. Alexander Gardner, cause of the war. To strengthen, perpetuate, and extend this Photographer Source: Library of Congress. http://www.loc.gov/pictures/item/2009630692/ interest was the object for which the insurgents would rend the Union even by war, while the Government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of the conflict might cease with or even before the conflict itself should cease Sentence Deconstruction: Connector words that Historical Actors (who is doing this?) Verbs/ Verb phrases Who, What, Where Message Questions or conclusions- These slaves All constituted knew What is the peculiar and powerful interest and what did it have to do with the start of the war? this interest was somehow ( ) Page 20 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.5- Deconstructing Lincoln s Speeches: The Second Inaugural Address (cont.) Connector words that Who (subject) Participants Neither ( ) the cause of the conflict ( ) Verbs/ Verb phrases anticipated might cease Who, What, Where Message Questions or conclusions Lincoln is saying that at the beginning of the war, the Union and the Confederacy did not think that slavery would before the war was over. Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the Second Inaugural Address relate to the Declaration of Independence? If so, how? If not, why not? What was Lincoln arguing? What does this speech tell you about Lincoln s reasons for going to war? Page 21 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.1K- Analyzing Lincoln s Speeches: House Divided Key Sentence Deconstruction: Historical Actors (who is doing this?) Action words (verbs/ verb phrases) Who, What, Where Message Questions or conclusions- What connections can you make from this information? I (Lincoln) believe What does Lincoln believe will happen to the division this government cannot endure permanently half slave and half free of the U.S. into slave and free states? He believes that it cannot last and the U.S. will become either all slave or all free. Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect the peoples (natural) rights Does the House Divided speech relate to the Declaration of Independence? If so, how? If not, why not? This speech does relate to the Declaration of Independence because he is talking about slavery and freedom. The Declaration says that people have rights to liberty (freedom.) What was Lincoln arguing? He predicted that the country couldn t continue to be divided over the issue of slavery, that the issue would be decided one way or another. Lincoln made this speech two years before the Civil War began. What does this speech tell you about Lincoln s intentions for going to war? Lincoln didn t say exactly why he would go to war, but he did predict that the country couldn t continue to be divided over the issue of slavery, and that the Union would not dissolve. Page 22 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.2K Analyzing Lincoln s Speeches: First Inaugural Address Key Sentence Deconstruction: Circumstances Historical Actors (who is doing this?) You(the states that have seceded) Verb / Verb Phrase have Who, What, Where Message no oath Questions or conclusions- What is Lincoln s oath? At his inaugural, a President swears to uphold the Union. while I (Lincoln) shall have the most solemn one to preserve, protect, and defend it (the government) Why does he say that the seceded states have no oath? Because they decided to leave the Union and they didn t have to. Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights What was Lincoln arguing? Does the First Inaugural Address speech relate to the Declaration of Independence? If so, how? If not, why not? Students may answer yes or no to this question. No, because he does not speak of rights or equality in this address. Yes, because he is reacting to the South s claim that they can destroy (get rid of) a government because they think the government doesn t protect their rights. Yes, because he is reminding them of their revolutionary past. Lincoln was arguing that he didn t want war and he wouldn t go to war unless the South attacked. What does this speech tell you about Lincoln s reasons for going to war? Lincoln would go to war to preserve, protect, and defend the government (the Union.) Page 23 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.3K - Analyzing Lincoln s Speeches: Emancipation Proclamation Key Sentence Deconstruction: Connector words Historical Actors Verbs/ Verb phrases Who, What, Where Message Questions or conclusions- And that All persons the people whereof (in rebel states) [persons held as slaves in rebel states] I (Lincoln] such persons of suitable condition held shall then be shall be further declare and make known, will be received as slaves within any State or designated part of a State, In rebellion against the United States then, thenceforward, and forever free into the armed service of the United States Who are the persons that Lincoln is referring to and where do they live? Persons means the slaves; people means the citizens of the Confederate states. They live in the Confederacy. How will this proclamation affect the Union military? Freed slaves will now be able to serve in the military. Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the Emancipation Proclamation relate to the Declaration of Independence? If so, how? If not, why not? It relates directly to the Declaration of Independence because Lincoln is declaring that the slaves in the Confederacy are free (right to liberty.) What was Lincoln arguing? This was an order rather than a argumentative speech. Lincoln ordered that the slaves in the rebellious states were now free and would be protected by the government, and received into the military. What does this speech tell you about Lincoln s reasons for fighting the war? Since the purpose of this proclamation is to free the slaves in Confederate states, now one of the reasons for fighting the war is to give slaves their freedom. Page 24 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.4K - Analyzing Lincoln s Speeches: Gettysburg Address Key Sentence Deconstruction: -Time marker -Connector words -Prepositional phrase -Circumstances Historical Actors (who is doing this?) Verbs / Verb Phrases It is rather for us (our country) to be here dedicated that from these honored dead to that Who, What, Where Message to the great task remaining before us we take increased devotion cause for which gave the last full they (the dead measure of soldiers) here devotion -- that we here highly resolve that these dead shall not have died -- that this nation, under shall have God, -- and that government of the people, by the people, for the people, shall not perish in vain a new birth of freedom from the earth. Questions or conclusions What was the unfinished task? The task is winning the war. How did Lincoln think people could honor those who died? Lincoln thought that people could honor the dead soldiers by having even more devotion to fight in the war. What does a new birth of freedom mean? The end of slavery Why did Lincoln think the people of the Union should continue fighting the war? Lincoln thought the Union should continue fighting to honor the dead soldiers; to bring a new birth of freedom (an end to slavery), and to save the Union. Page 25 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.4K - Analyzing Lincoln s Speeches, Gettysburg Address Key (cont.) Excerpt Analysis: Review: Ideas from the Declaration of Independence All men are created equal People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights Does the Gettysburg Address relate to the Declaration of Independence? If so, how? If not, why not? Lincoln quoted from the Declaration of Independence all men are created equal, and emphasized the new birth of freedom, which means freedom (liberty) for the former slaves. He was saying that freedom for the slaves is a fulfillment of the Declaration of Independence. What was Lincoln arguing? Lincoln was arguing that the soldiers had dedicated the battlefield by their sacrifice, and that the Union was worth fighting for because it was a nation governed by and for the people, and it promised all men equality. Now there would be even more freedom, because there were to be no more slaves. What does this speech tell you about Lincoln s reasons for fighting the war? He argues that we must fight the war to honor those soldiers who have already died, to bring a new birth of freedom (an end to slavery, a realization of the Declaration of Independence, equality), and to preserve the Union (government by the people). Page 26 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.3.5K - Analyzing Lincoln s Speeches: The Second Inaugural Address Key Sentence Deconstruction: Connector words that that Historical Actors (who is doing this?) Verbs/ Verb phrases Who, What, Where Message These slaves constituted a peculiar and powerful interest All knew this interest (the slaves) Neither (Union or Confederacy/ Government or insurgents) the cause of the conflict (the slaves) was somehow anticipated might cease the cause of the war with or even before the conflict itself should cease Questions or conclusions What is the peculiar and powerful interest and what did it have to do with the start of the war? A peculiar and powerful interest means that certain people really wanted to keep slavery and that s why the war started Lincoln is saying that at the beginning of the war, the Union and the Confederacy did not think that slavery would _end_ before the war was over. Excerpt Analysis: Review: Ideas from the Declaration of Independence Does the Second Inaugural Address All men are created equal relate to the Declaration of People have rights given to them by God, which include the right to life, liberty, and the pursuit of happiness (understood to include property) Independence? If so, how? If not, why not? This excerpt relates to the Declaration Citizens have the right to change, get rid of, or create new governments when they don t protect peoples (natural) rights of Independence because Lincoln is saying that slavery (the opposite of liberty) was the cause of the war. What was Lincoln arguing? Lincoln is arguing that slavery was the cause of the war, but that neither side thought that slavery would end before the war ended. What does this speech tell you about Lincoln s reasons for going to war? Lincoln recognized that slavery caused the war, but he did not originally go to war to end slavery. He was surprised that slavery ended before the war ended. Page 27 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.4 Instructions for Sentence Deconstruction (p. 1 of 3) What is Sentence Deconstruction? Sentence deconstruction is a literacy strategy designed to help students understand what a complex sentence means by examining the parts of the sentence carefully. It differs from a vocabulary building exercise because the emphasis is on how the vocabulary works together in the sentence to create meaning. The purpose is to slow students down and make them understand each piece. The strategy is particularly suited for texts like Lincoln s speeches, which have complex sentences using sophisticated syntax and unfamiliar vocabulary. Why do Sentence Deconstruction? Although sentence deconstruction might seem more suited to the English / Language Arts classroom than to the discipline of history, historians also examine primary source texts closely when they are analyzing evidence. Lincoln wrote his speeches very carefully, choosing just the right words and allusions to get his point across and to avoid offending certain groups. Historians cannot interpret his position accurately without re-reading his speeches many times, and breaking down the logical progression of his ideas and examples. By having students do sentence deconstruction, the teacher is actually training them how to analyze complex texts. Preparing a Sentence Deconstruction Activity To prepare for a sentence deconstruction activity, the teacher selects a short piece of text, which is both important and difficult to understand, and breaks the text up into boxes in a chart format. The headings use the terminology of the parts of speech, but the focus is on how the speech part works in the sentence. The final column on the chart is for questions or conclusions. The teacher creates a question which will clarify the meaning of the sentence and direct students to the point of the lesson. All of this preparation has already been done for the Lincoln s Speeches lesson. The portion of the speech excerpt that students will deconstruct is highlighted in bold, and the chart appears below the excerpt. The teacher should never just hand out a sentence deconstruction chart to students and tell them to fill it in. The strategy must be teacher-directed, until students are very, very familiar with it. Even then, for students to reap the benefit, the teacher should review it with the students. Page 28 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.4 Instructions for Sentence Deconstruction (p. 2 of 3) Teaching Sentence Construction Here is a step-by-step procedure to teach the first of Lincoln s Speeches, the House Divided Speech Excerpt (CW5.3.1). A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved--i do not expect the house to fall--but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction; or its advocates will push it forward, till it shall become alike lawful in all the States, old as well as new--north as well as South. Historical Actors (who is doing this?) Action words (verbs/ verb phrases) believe cannot endure permanently Who, What, Where Message half slave and half free Questions or conclusions- What connections can you make from this information? What does Lincoln believe will happen to the division of the U.S. into slave and free states? 1. Pass out CW5.3.1. Tell students to copy the word cloud prediction for the House Divided speech into the box at the top of the page. 2. Have a student volunteer read the Background aloud. Explain it briefly to students. 3. Read or have a student read the speech excerpt aloud. You may wish to repeat this more than once. 4. Remind students that Lincoln gave this speech before the Civil War, so he wouldn t be directly talking about why people should fight in the war. So we have to look for little clues that show what things were really important to Lincoln, things that he might be willing to fight for. Tell students to underline any part of the speech that gives evidence about Lincoln s reasons for fighting the war. 5. Direct their attention to the boldface sentence and the chart. Tell them not to write anything down yet. Project the chart, and ask who is doing the action in this sentence? When a student says I, ask them who is I? and direct them to write down I (Lincoln) in the historical actor box. 6. Point out the verb believe and then ask them what does Lincoln believe? (the rest of the sentence). Point out that the rest of the sentence is on the next line of the chart because it has its own historical actor, action words and what message. (That s why the first who, what, where, message box is shaded.) Tell them not to write anything in that box. 7. Ask them what the next historical actor is, what cannot endure permanently? Ask them what the government means. Tell them to write the government in the historical actor box. Ask them what was Lincoln referring to? (the Union, the United States, the whole country). Page 29 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.4-Instructions for Sentence Deconstruction (p. 3 of 3) 8. Ask them what endure means (last); and what permanently means. In other words, Lincoln is saying that the whole country cannot last for a long time, or can t survive, can t go on. 9. Ask them what half slave and half free means (with slave and free states, sectionalism, etc.) 10. Then ask them the question, what does Lincoln believe will happen to the division of the U.S. into slave and free states? (it won t last) Ask them what does he predict is going to happen? how might the division end? What does this have to do with a war? Do you think Lincoln was afraid that war would break out over this issue? etc. Tell them to write down Lincoln s prediction in their own words in the questions or conclusions box. 11. Next, direct students attention to the Excerpt Analysis and tell them to answer the question in the second box, What was Lincoln arguing? Tell them that this means what is Lincoln s point. You might also take the opportunity to define the term argument in this context. Tell them that they can write down Lincoln s argument from the boldface sentence, but they must use their own words. Also, they will get extra points if they write down other parts of his argument from the rest of the excerpt. 12. Divide the class into pairs and have each pair answer the excerpt analysis questions. When they are done, review the answers with the class. 13. Repeat this procedure for the remaining speeches. Page 30 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.5 Wall Chart: Why did Lincoln Fight? Document and Date House Divided Speech June 16, 1858 Word Cloud Predictions Answers will vary What was Lincoln s argument for fighting the war? He made this speech before the war, and he is foreshadowing the coming conflict. He predicts that the country couldn t continue to be divided over the issue of slavery, that the issue would be decided one way or another. First Inaugural Address March 4, 1861 Answers will vary Lincoln would go to war to preserve, protect, and defend the government (the Union.) Emancipation Proclamation January 1, 1863 Answers will vary Since the purpose of this proclamation is to free the slaves in Confederate states, one of the reasons for fighting the war now is to give slaves their freedom. Gettysburg Address November 19, 1863 Second Inaugural Address March 4, 1865 Answers will vary Answers will vary He argues that we must fight the war to honor those soldiers who have already died, to bring a new birth of freedom (an end to slavery, a realization of the Declaration of Independence, equality), and to preserve the Union (government by the people). He says that slavery was the cause of the war, even though the government (that is, his administration) only wanted to prevent the extension of slavery. Page 31 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.6 Additional Literacy Strategy for Analyzing Lincoln s Speeches This strategy focuses English Learners and students with low literacy skills on small pieces of the primary source text to answer one question at a time. It is completely teacher-directed and will take additional time. 1. Show the students the House Divided Word cloud and ask them to predict what they think the speech will be about. Divide students into pairs or small groups. Read House Divided Speech aloud. Tell them to look at the second question (What was Lincoln arguing?) and find the piece in the text that answers the question. Explain that arguing means making a point, or stating his main idea. Underline that piece in the text and answer the second question. 2. When they re done, ask for answers. Record answers on butcher paper or overhead. Ask as a follow-up: what piece of the text helped you find that answer? Record incorrect answers at this point as well. 3. Tell the students that they are going to look closely at a sentence you selected. Then guide the students through the sentence deconstruction boxes. Have them fill in the boxes one-by-one and then answer the question in the last box. Have them look at the second question again. If students had made a mistake on their initial answer to the second question, they can now correct themselves (and more importantly, understand why they were wrong.) 4. Tell them to look at the first question and find the piece in the text that answers the question. Tell them to circle the point in the Declaration of Independence notes & circle the corresponding piece in the speech text. Then they should write an answer to the question. 5. Have a few students share their answers and ask them to quote the text that supports their answer. Record their answers on butcher paper or the overhead. 6. Tell them to look at the third question and find the piece in the text that answers it. Tell them to draw a box around the piece in the text which supports their answer, and write their answer on the chart. 7. Follow this process for the First Inaugural Address, the Emancipation Proclamation, the Gettysburg Address, and the Second Inaugural Address. Page 32 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.7 Historical Interpretation: How did Lincoln s reasons for fighting the war change over time? (p. 1 of 3) Directions: You have been considering the question, Why did Lincoln fight? as you analyzed excerpts from five of his speeches. You have seen that he did not always state the same reason or reasons for fighting the war, but that his reasons changed over time (that is, as time went on, Lincoln stated different reasons.) Now that you have evidence from five speeches in order, spread out over the length of the war, the focus question changes to: How did Lincoln s reasons for fighting the war change over time? When historians interpret change over time, they look at what was said in the beginning, when and how it changed, and what was said at the end. Abraham Lincoln, three-quarter length portrait, seated, facing right; hair parted on Lincoln's right side. Source: Library of Congress; http://www.loc.gov/pictures/ item/2009630693/ In order to answer this question, you have to make an interpretation. An interpretation is an educated opinion, your opinion based on the evidence (from the speeches.) There is no one right interpretation, but an interpretation is wrong if the evidence does not support it, or if some evidence contradicts it. Like a main idea or thesis, an interpretation is a general statement only one or two sentences long. Part A: Making an Interpretation: How did Lincoln s reasons for fighting change over time? Here are three interpretation starters. Discuss them with your group, select the starter that best fits your interpretation, and fill in the blanks. Then write your interpretation in the space below. A. In the beginning, Lincoln argued that the reason for fighting was, but by the end of the war, his reason(s) had changed to. B. In all of his speeches, Lincoln had the same reason(s) for fighting the war, which was. C. In the beginning, Lincoln argued that the reason for fighting was, but by the end of the war, he added a reason(s), which was (were). Focus Question: How did Lincoln s reasons for fighting change over time? Interpretation: Page 33 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.7 Historical Interpretation: How did Lincoln s reasons for fighting the war change over time? (page 2 of 3) Part B: Selecting Evidence You need evidence to support your interpretation. For a change-over-time interpretation, historians usually give evidence from (1) the beginning, (2) the point of change, and (3) the end. They choose the best pieces of evidence to support their interpretation. Use this evidence gathering chart to record and analyze three pieces of evidence that support your interpretation. EVIDENCE GATHERING CHART EVIDENCE Use quotation marks Use ellipses ( ) to take out parts of sentences ANALYSIS What does this mean? This means that (explanation of evidence) RELEVANCE How does this support your interpretation? This relates to (interpretation) because SOURCE Write down your citation information Beginning: What was Lincoln s reason(s) for fighting the war in the beginning? (House Divided or First Inaugural) Point of Change: When and how did Lincoln s reason(s) for fighting the war change? End: What was Lincoln s reason(s) for fighting the war in the end? (Gettysburg Address & Second Inaugural) Page 34 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.7 Historical Interpretation: How did Lincoln s reasons for fighting the war change over time? (page 3 of 3) Part C: Response from Historical Figure Decide which document would be most important to your historical figure. Write a letter, diary entry, or speech describing, from your figure s point of view, how he or she would feel or react after hearing about Lincoln s speech. Page 35 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.7K - Historical Interpretation: How did Lincoln s reasons for fighting the war change over time? Key (p. 1 of 2) Part A: Making an Interpretation: How did Lincoln s reasons for fighting change over time? Because of the nature of interpretation, student answers will vary considerably. The best option is C, but allow variation, as long as the students understand the main concept. If re-teaching is needed, post a few student interpretations (anonymously) on the board, and ask students how they might be improved. Incorporate good suggestions into the interpretation on the board. A. In the beginning, Lincoln argued that the reason for fighting was, but by the end of the war, his reason(s) had changed to. B. In all of his speeches, Lincoln had the same reason(s) for fighting the war, which was. C. In the beginning, Lincoln argued that the reason for fighting was to preserve the Union, but by the end of the war, he added a reason, which was to end slavery. Another possible reason: to honor the dead soldiers, Focus Question: How did Lincoln s reasons for fighting change over time? Interpretation: In the beginning, Lincoln argued that the reason for fighting was_to preserve the Union, but by the end of the war, he added a reason, which was to end slavery. Page 36 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.7K - Historical Interpretation Key (page 2 of 2) Part B: Selecting Evidence The evidence that students select will vary also. Sharing good evidence, analysis and relevance examples with the class (student work shown anonymously) can reinforce this concept. EVIDENCE ANALYSIS Use quotation What does this marks mean? Use ellipses ( ) to This means that take out parts of (explanation of sentences evidence) Beginning: This means that What was Lincoln thought it was Lincoln s reason(s) I shall have the his sacred duty to save for fighting the most solemn one the Union. war in the [oath] to preserve, beginning? protect, and defend it (House Divided or [the government]. First Inaugural) RELEVANCE How does this support your interpretation? This relates to (interpretation) because This relates to his reasons for fighting the war because destruction of the government was the only thing that would drive him to war. SOURCE Write down your citation information First Inaugural Address (March 4, 1861) Point of Change: all persons held as This means that This relates to his Emancipation When and how slaves shall be then, Lincoln was freeing reasons for fighting the Proclamation did Lincoln s thenceforward, and the slaves in the war because now he is (January 1, reason(s) for forever free Confederacy. giving another reason 1863) fighting the war to end slavery. change? End: What was Lincoln s reason(s) for fighting the war in the end? (Gettysburg Address & Second Inaugural) that this nation, under God, shall have a new birth of freedom This means that winning the war will bring freedom to the slaves and make a better United States. This relates to his reasons for fighting the war because he was promising that freedom for the slaves was worth dying for. Gettysburg Address (November 19, 1863) Part C: Response from Historical Figure Student responses will vary. The two key points are that the students interpret Lincoln s perspective correctly and that they can articulate their historical figure s perspective (in reaction) correctly. Page 37 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.8-Ready to Move On Quiz #2 1. All of the following were advantages of the Union EXCEPT a. more people b. fighting on home land c. more factories d. railroads for transportation 2. What was the goal of the Union strategy called the Anaconda Plan? a. to attack the South across northern Virginia b. to squeeze the South by cutting off the ports and the Mississippi River c. to attack the South in three places: Georgia, the Mississippi, and Kentucky d. to defend Union land and attack the South wherever possible 3. Northerners who argued for free soil wanted: a. to end slavery because it was morally wrong to make a human being into a slave. b. to punish the southern states for having slavery. c. to allow slavery but stop the slave trade from Africa. d. to stop slavery from spreading to the new states in the west. 4. This is a quote from William Lloyd Garrison (1805-1879), a New Englander, and a white middle class man: Enslave the liberty of but one human being and the liberties of the world are put in peril [danger]. What was Garrison s perspective? a. abolitionist b. pro-slavery c. white southerner d. white northerner 5. Which pieces of evidence support the interpretation that Lincoln changed his perspective on slavery and freedom during the Civil War? (Choose more than one answer.) a. In the First Inaugural Address, Lincoln said that he would fight a war to bring the ideals of the Declaration of Independence to all people. b. In the First Inaugural Address, Lincoln said that keeping the Union together was most important. c. In the Gettysburg Address, Lincoln said the soldiers were fighting the war to bring equality and a new birth of freedom. d. In the Second Inaugural Address, Lincoln said that he had always wanted the slaves to be freed. Page 38 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

CW5.8K Ready to Move On Quiz #2 Key Directions: The answers are listed below, along with the specific topic related to each. If students are having troubles with one or more of these topics, it would be a good idea to review prior to moving onto Lesson 6. Question # Topic Answer 1 Advantages of Union and Confederacy b 2 Strategies b 3 Perspective d 4 Perspective / Interpretation a 5 Lincoln s Speeches / Interpretation and Evidence b and c Page 39 Civil War Lesson #5: Lincoln s Speeches Copyright 2011, The Regents of the University of California, All Rights Reserved

Document One: The Aztec Account of the Meeting with Montezuma, 1519 Aztecs in Tenochititlin claim that in 1519, when Montezuma heard of the arrival of Spanish ships along the coast, he believed that an ancient Toltec prophecy had come to pass. Quetzalcoatl, the god of wisdom who had departed long ago, promising to return by sea, had finally done so. According to one Aztec codex, or manuscript, Montezuma sent messengers carrying gifts to greet Cortez. When [the messengers] came up to the ships, the strangers asked them: Who are you? Where are you from? We have come from the City of Mexico. The strangers said: You may have come from there, or you may not have. Perhaps you are only inventing it. Perhaps you are mocking us. But their hearts were convinced; they were satisfied in their hearts. They lowered a hook from the bow of the ship, then a ladder, and the messengers came aboard. One by one they did reverence to Cortez by touching the ground before him with their lips. They said to him: If the god will deign to hear us, your deputy Montezuma has sent us to render you homage. He has the City of Mexico in his care. He says: The god is weary. Then they arrayed the Captain in the finery they had brought him as presents. With great care fastened the turquoise mask in place, the mask of the god with its cross band of quetzal feathers. A golden earring hung down on either side of this mask...next they fastened [a] mirror to his hand and dressed him in the cloak known as the ringing bell. In his hand they placed [a] shield with its fringe and pendant of quetzal feathers, its ornaments of gold and mother-of pearl. Finally they set before him [a] pair of black sandals. As for the objects of divine finery, they only laid them out for him to see. The Captain asked them: And is this all? Is this your gift of welcome? Is this how you greet people? They replied: This is all, our lord. This is what we have brought you. The other great princes also adorned their persons, as did the nobles and their chieftains and knights. They all went out together to meet the strangers. They brought trays heaped with the finest flowers the flower that resembles a shield; the flower shaped like a heart in the center, the flower with the sweetest aroma and the fragrant yellow flower, the most precious of all. They also brought garlands of flowers, ornaments for the breast, necklaces of gold, and necklaces hung with rich stones. Thus Montezuma went out to meet them... He presented many gifts to the Captain and his commanders, those who had come to make war. He showered gifts upon them and hung flowers around their necks; he gave them necklaces of flowers and bands of flowers to adorn their breasts; he set garlands of flowers upon their heads. Then he hung gold necklaces around their necks and gave them presents of every sort as gifts of welcome. When Montezuma had given necklaces to each one, Cortez asked him: Are you Montezuma? Are you the king? Is it true that you are the king Montezuma?

And the king said: Yes, I am Montezuma. Then he stood up to welcome Cortez; he came forward, bowed his head low and addressed him in these words: Our lord, you are weary. The journey has tired you, but now you have arrived on the earth. You have come to your city, Mexico. You have come here to sit on your throne, to sit under its canopy. The kings who have gone before, your representatives, guarded it and preserved it for your coming... The people were protected by their swords and sheltered by their shields. Do the kings know the destiny of those they left behind, their posterity? If only they are watching! If only they can see what I see! No, it is not a dream. I am not walking in my sleep. I am not seeing you in my dreams... I have seen you at last! I have met you face to face! I was in agony for five days, for ten days, with my eyes fixed on the Region of the Mystery. And now you have come out of the clouds and mists to sit on your throne again. This was foretold by the kings who governed your city, and now it has taken place. You have come back to us; you have come down from the sky. Rest now, and take possession of your royal houses. Welcome to your land, my lords! When Montezuma had finished, La Malinche [Cortez s Mesoamerican mistress] translated his address into Spanish so that the Captain could understand it. Cortez replied in his strange and savage tongue, speaking first to La Malinche: Tell Montezuma that we are his friends. There is nothing to fear. We have wanted to see him for a long time, and now we have seen his face and heard his words. Tell him that we love him well and that our hearts are contented. Then he said to Montezuma: We have come to your house in Mexico as friends. There is nothing to fear. La Malinche translated this speech and the Spaniards grasped Montezuma s hands and patted his back to show their affection for him. Source: Jill Lepore, Encounters in the New World: A History in Documents (New York: Oxford University Press, 2000), pp. 62-65.

Document Two: Cortez s Account of the Meeting with Montezuma, 1519 This is Cortez s account of the same meeting that the Aztec Codex described, from a letter he later wrote to King Carlos V. Here as many as a thousand men came out to see and speak with me, important persons from that city, all dressed very richly after their own fashion. When they reached me, each one performed a ceremony which they practice among themselves each placed his hand on the ground and kissed it. And so I stood there waiting for nearly an hour until everyone had performed his ceremony. Close to the city there is a wooden bridge ten paces wide. After we had crossed this bridge, Montezuma came to greet us and with him some two hundred lords, all barefoot and dressed in a different costume, but also very rich in their way and more so than the others. They came in two columns, pressed very close to the walls of the street, which is very wide and beautiful and so straight that you can see from one end to the other. It is two-thirds of a league long and has on both sides very good and big houses, both dwellings and temples. And they were all dressed alike except that Montezuma wore sandals whereas the others went barefoot and they held his arm on either side. When we met I dismounted and stepped forward to embrace him, but the two lords who were with him stopped me with their hands so that I should not touch him; and they likewise all performed the ceremony of kissing the earth. [Montezuma] wore beads round his neck; after we had walked a little way up the street a servant of his came with two necklaces, wrapped in a cloth, made from red snails shells, which they hold in great esteem; and from each necklace hung eight shrimps of refined gold almost a span [about nine inches] in length. When they had been brought he turned to me and placed them about my neck, and then continued up the street in the manner already described until we reached a very large and beautiful house which had been well prepared to accommodate us. There he took me by the hand and led me to a great room facing the courtyard through which we entered. And he bade me sit on a very rich throne, which he had had built for him and then left saying that I should wait for him. After a short while, when all those of my company had been quartered, he returned with many and various treasures of gold and silver and featherwork, and as many as five or six thousand cotton garments, all very rich and woven and embroidered in various ways. And after he had given me these things he sat on another throne which they placed there next to the one on which I was sitting and addressed me in the following way: For a long time we have known from the writings of our ancestors that neither I, nor any of those who dwell in this land, are natives of it, but foreigners who came from very distant parts and likewise we know that a chieftain, of whom they were all vassals, brought our people to this region. And he returned to his native land and after many years came again, by which time all those who had remained were married to native women and had built villages and raised children. And when he wished to lead them away again they would not go nor even admit him as their chief, and so he departed. And we have always held that those who descended from him would come and conquer this land and take us as their vassals. So because of the place from which you claim to come, namely, from where the sun rises, and the things you tell us of the great lord or king who sent you here, we believe and are certain that he is our natural lord, especially as you say that he has known of us for some time. So be assured that we shall obey you and hold you as our lord in place of that great sovereign of whom you speak. Source: Jill Lepore, Encounters in the New World: A History in Documents (New York: Oxford University Press, 2000), pp. 65-67.

T H E S O U R C E Sample Ques+ons for Close Reading of a Single Primary Source ~Aligned to the Common Core State Standards~ The direc)ons and ques)ons below are samples for teachers from which to select or modify for lessons. The standards that apply to each direc)on or ques)on are listed in brackets. When deciding which direc)ons or ques)ons to use for a par)cular source, consider the author s central ideas or claims and to which aspect you want to draw students a>en)on. It is not recommended that you select all of the ques)ons. Addi)onally, think about how the source helps to address the inves)ga)on ques)on. Finally, decide on which standards you want to focus. College and Career Readiness Anchor Standards for Reading #1 Provide at least two quotes (3 words or more) of evidence that support each claim or reason. College and Career Readiness Anchor Standards for Reading #2 What is the central idea (main claim or thesis) of the text? Is there a quote from the text that represents the author s central idea? If so, write it down. What are the author s suppor@ng claims or reasons that support the central idea? College and Career Readiness Anchor Standards for Reading #4 Choose 2-3 unfamiliar words and try to determine their meaning from their use in the text How does the author s use of the word emphasize the point of the text? College and Career Readiness Anchor Standards for Reading #6 Point of view: o What are the author s occupa@on, religion, sex, social class, and race? o What is the rela@onship between the author and the subject of the source? o How might that author be biased? o What is the author s point of view? What can we learn from the point of view of the source? Purpose: o What is the tone (e.g. sarcas@c, gloomy, inspiring) of the source? What loaded words or strong descrip@ve words are being used? Provide examples and explain how these words emphasize the author s purpose. o Who is the intended audience? How might the audience affect what the author chose to include or omit? o What clues can you point to in the text to explain the author s purpose? What is the intent or purpose of the author? College and Career Readiness Anchor Standards for Reading #8 Evaluate the author s argument and suppor@ng claims to determine if the evidence and reasoning is valid, relevant and sufficient. o Is the argument valid? Why or why not? o Is there enough evidence to support the argument? What addi@onal informa@on could have made the argument much stronger? College and Career Readiness Anchor Standards for Reading #9 Was this source created at the @me of the event, as a remembrance, or as analysis? Copyright 2012 UC Regents California History-Social Science Project, Common Core Issue 10

Urban II: Speech at Clermont, 1095 (Robert the Monk version) This account of Urban II's speech was written toward twenty-five years after Urban's visit to France and does not claim to give more than a general idea of the pope's arguments In the year of our Lord's Incarnation one thousand and ninety-five, a great council was celebrated within the bounds of Gaul, in Auvergne, in the city which is called Clermont. Over this Pope Urban II presided, with the Roman bishops and cardinals. This council was a famous one on account of the concourse of both French and German bishops, and of princes as well. Having arranged the matters relating to the Church, the lord pope went forth into a certain spacious plain, for no building was large enough to hold all the people. The pope-then, with sweet and persuasive eloquence, addressed those present in words something like the following, saying: "Oh, race of Franks, race from across the mountains, race beloved and chosen by God, - as is clear from many of your works,- set apart from all other nations by the situation of your country as well as by your Catholic faith and the honor which you render to the holy Church: to you our discourse is addressed, and for you our exhortations are intended. We wish you to know what a grievous cause has led us to your country, for it is the imminent peril threatening you and all the faithful which has brought us hither. From the confines of Jerusalem and from the city of Constantinople a grievous report has gone forth and has -repeatedly been brought to our ears; namely, that a race from the kingdom of the Persians, an accursed race, a race wholly alienated from God, `a generation that set not their heart aright and whose spirit was not steadfast with God,' violently invaded the lands of those Christians and has depopulated them by pillage and fire. They have led away ap art of the captives into their own country, and a part have they have killed by cruel tortures. They have either destroyed the churches of God or appropriated them for the rites of their own religion. They destroy the altars, after having defiled them with their uncleanness...the kingdom of the Greeks is now dismembered by them and has been deprived of territory so vast in extent that it could be traversed in two months' time. "On whom, therefore, is the labor of avenging these wrongs and of recovering this territory incumbent, if not upon you, you upon whom, above all other nations, God has conferred remarkable glory in arms, great courage, bodily activity, and strength to humble the heads of those who resist you? Let the deeds of your ancestors encourage you and incite your minds to manly achievements:-the greatness of King Charlemagne, and of his son Louis, and of your other monarchs, who have destroyed the kingdoms of the Turks and have extended the sway of Church over lands previously possessed by the pagan. Let the holy sepulcher of our Lord and Saviour, which is possessed by unclean nations, especially arouse you, and the holy places which are now treated, with ignominy and irreverently polluted with the filth of the unclean. Oh, most valiant soldiers and descendants of invincible ancestors, do not degenerate; our progenitors., but recall the valor of your progenitors. "But if you are hindered by love of children, parents, or of wife, remember what the Lord says in the Gospel, `He that loveth father or mother more than me is not worthy of me', 'Every one that hath forsaken houses, or brethren, or sisters, or father, or mother, or wife, or children, or lands, for my name's sake, shall receive an hundredfold, and shall inherit everlasting life.' Let none of your possessions retain you, nor solicitude for you, family affairs. For this land which you inhabit, shut in on all sides by the seas and surrounded by the mountain peaks, is too narrow for your large population; nor does it abound in wealth; and it furnishes scarcely food enough for its cultivators. Hence it is that you murder and devour one another, that you wage war, and that very many among you perish in intestine strife.' [Another of those present at the Council of Clermont, Fulcher of Chartres, thus reports this part of Urban's speech: "Let those who have formerly been accustomed to contend wickedly in private warfare against the faithful fight against the infidel, and bring to a victorious end the war which ought already to have been begun. Let those who have hitherto been robbers now become soldiers. Let those who have formerly contended against their brothers and relatives now fight against the barbarians as they ought. Let those who have formerly been mercenaries at low wages now gain eternal rewards. Let those who have been exhausting themselves to the detriment both of body and soul now strive for a twofold reward" See a complete translation of Fulcher's report of Urban's speech in Translations and Reprints, Vol. 1. No. 2.]

"Let hatred therefore depart from among you, let your quarrels end, let wars cease, and let all dissensions and controversies slumber. Enter upon the road to the Holy Sepulcher-, wrest that land from the wicked race, and subject it to yourselves. That land which, as the Scripture says, `floweth with milk and honey' was given by God into the power of the children of Israel. Jerusalem is the center of the earth ; the land is fruitful above all others, like another paradise of delights. This spot the Redeemer of mankind has made illustrious by his advent, has beautified by his sojourn, has consecrated by his passion, has redeemed by his death, has glorified by his burial. "This royal city, however, situated at the center of the earth, is now held captive by the enemies of Christ and is subjected, by those who do not know God, to the worship the heathen. She seeks, therefore, and desires to be liberated and ceases not to implore you to come to her aid. From you especially she asks succor, because as we have already said, God has conferred upon you above all other nations great glory in arms. Accordingly, undertake this journey eagerly for the remission of your sins, with the assurance of the reward of imperishable glory in the kingdon of heaven.." When Pope Urban had urbanely said thes and very similar things, he so centered in one purpose the desires all who were present that all cried out, " It is the will of God! I It is the. will of God 1 " When the venerable Roman pontiff heard that, with eyes uplifted to heaven, he gave thanks to God and, commanding silence with his hand, said: "Most beloved brethren, today is manifest in you what the Lord says in the Gospel, `Where two or three are gathered together in my name, there am I in the midst of them'; for unless God had been present in your spirits, all of you would not have uttered the same cry; since, although the cry issued from numerous mouths, yet the origin of the cry as one. Therefore I say to you that God, who implanted is in your breasts, has drawn it forth from you. Let that then be your war cry in combats, because it is given to you by God. When an armed attack is made upon the enemy, this one cry be raised by all the soldiers of God: 'It is the will of God! It is the will of God!' [Deus vult! Deus Vult!] "And ee neither command nor advise that the old or those incapable of bearing arms, undertake this journey. Nor ought women to set out at all without their husbands, or brother, or legal guardians. For such are more of a hindrance than aid, more of a burden than an advantage. Let the rich aid the needy and according to their wealth let them take with them experienced soldiers. The priests and other clerks, whether secular or regulars are not to go without the consent of their bishop; for this journey would profit them nothing if they went without permission. Also, it is not fitting that laymen should enter upon the pilgrimage without the blessing of their priests. "Whoever, therefore, shall determine upon this holy pilgrimage, and shall make his vow to God to that effect, and shall offer himself to him for sacrifice, as a living victim, holy and acceptable to God, shall wear the sign of the cross of the Lord on his forehead or on his breast. When, indeed, he shall return from his journey, having fulfilled his vow, let him place the cross on his back between his shoulders. Thus shall ye, indeed, by this twofold action, fulfill the precept of the Lord, as lie commands in the Gospel, 'he that taketh not his cross, and followeth after me, is not worthy of me."' Source: James Harvey Robinson, ed., Readings in European History: Vol. I: (Boston:: Ginn and co., 1904), 312-316 This text is part of the Internet Medieval Source Book. The Sourcebook is a collection of public domain and copy-permitted texts related to medieval and Byzantine history. Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for electronic copying, distribution in print form for educational purposes and personal use. If you do reduplicate the document, indicate the source. No permission is granted for commercial use. (c)paul Halsall Jan 1996

Gulf of Tonkin Resolution Lesson Plan Central Historical Question: Was the U.S. planning to go to war with North Vietnam before the Gulf of Tonkin Resolution? Materials: Gulf of Tonkin Powerpoint Gulf of Tonkin Timeline Gulf of Tonkin Documents A-D Gulf of Tonkin Guiding Questions Plan of Instruction: 1. Show map of Vietnam (PPT) and hand out Gulf of TonkinTimeline. Have students follow along as you lecture on background to Vietnam War: French colonialism in Vietnam: 1800s-1941. Japan took over Vietnam during WWII, but when Japan was defeated in 1945, Ho Chi Minh declared Vietnamese independence. But French came back in and tried to take over again; U.S. supported French. The French lost in 1954. 1954: Geneva Convention split the country into North and South, with the idea that there would be free elections in the near future. (U.S. DID NOT sign Geneva Accords, for fear that Communists would win the general elections). U.S. supported South Vietnam leader, Diem. But Diem turned out to be oppressive and unpopular. He canceled elections, repressed Buddhists; caused major discontent in South Vietnam. U.S. feared that Diem s unpopularity will push more South Vietnamese to support Communists. So they supported a coup and Diem was overthrown and assassinated Nov. 1, 1963. JFK assassinated only weeks later. LBJ inherited the problem in Vietnam. Under new weak South Vietnam government, support for Communism grew; North Vietnam smuggled weapons into South Vietnam to support Communist insurgents through a network of trails through Laos and Cambodia (Ho Chi Minh trails). Aug. 2, 1964- North Vietnamese attacked U.S.S. Maddox; Aug. 4. another attack provided grounds for Gulf of Tonkin Resolution (second attack turned out to be fake never happened). President Johnson asked Congress to pass Gulf of Tonkin Resolution which gave him authorization to use military force in Vietnam (not a declaration of war). Gulf of Tonkin

2. Inquiry: Was the U.S. planning to go to war with North Vietnam before the Gulf of Tonkin incident? Hand out Gulf of Tonkin Documents A-D and Guiding Questions. READ THE TOP OF THE GUIDING QUESTIONS SHEET TO THE CLASS. Have students complete in their notebooks. 3. Discussion: What types of documents are these? Do you think they re reliable? What evidence do the documents offer that the U.S. was planning to go to war with North Vietnam before the Gulf of Tonkin incident? Is this strong evidence that the U.S. was planning an attack? What were some of the reasons why the U.S. was hesitant about attacking North Vietnam? Is there evidence that the U.S. was planning a full-scale war? What additional evidence would you want to see before deciding? What additional evidence would you want to see in order to determine whether the U.S. was planning a war with North Vietnam? Citations: Gulf of Tonkin Resolution, Joint Resolution of Congress: H.J. RES 1145 August 7, 1964. http://www.ourdocuments.gov/doc.php?doc=98&page=transcript Johnson Library, National Security File, Aides File, McGeorge Bundy, Luncheon with the President, Vol. I, Part 1. Top Secret Sensitive. Also published in Declassified Documents, 2979, 473B. http://history.state.gov/historicaldocuments/frus1964-68v01/d173 Department of State, Central Files, POL 27 VIET S. Top Secret: Priority; Nodis. Drafted by William Bundy, cleared by Sullivan, and approved by Rusk. http://history.state.gov/historicaldocuments/frus1964-68v01/d166#fn2 Johnson Library, Recordings and Transcripts, Recording of a telephone conversation between the President and McGeorge Bundy, Tape 64.28 PNO 111.U.S. Department of State, Foreign Relations of the United States, 1964-68, Volume XXVII, Mainland Southeast Asia: Regional Affairs, Washington, DC, Document Number 53. http://www.mtholyoke.edu/acad/intrel/vietnam/lbjbundy.htm Copyright 2009, Avishag Reisman and Bradley Fogo. Gulf of Tonkin

Vietnam War Timeline September 2, 1945 - Ho Chi Minh declares an independent Vietnam called the Democratic Republic of Vietnam. July 1950 - The United States pledges $15 million worth of military aid to France to help them fight in Vietnam. May 7, 1954 - The French are defeated at the Battle of Dien Bien Phu. July 21, 1954 - The Geneva Accords declares a cease-fire for the withdrawal of the French from Vietnam and creates a temporary boundary between North and South Vietnam at the 17th parallel. October 26, 1955 - South Vietnam declares itself the Republic of Vietnam (GVN). December 20, 1960 - The National Liberation Front (NLF), a.k.a. the Viet Cong, is established in South Vietnam. November 2, 1963 During a coup, South Vietnamese President Ngo Dinh Diem is executed. August 2 and 4, 1964 - North Vietnamese attack two U.S. destroyers in international waters, which becomes known as the Gulf of Tonkin Incident. August 7, 1964 - The U.S. Congress passes the Gulf of Tonkin Resolution. March 2, 1965 The U.S. begins bombing campaign of North Vietnam - Operation Rolling Thunder. March 8, 1965 - The first U.S. combat troops arrive in Vietnam. Gulf of Tonkin

Document A (Modified) Gulf of Tonkin Resolution Congressional Joint Resolution, August 7, 1964 The North Vietnamese Navy, in violation of the Charter of the United Nations and of international law, have deliberately and repeatedly attacked United States naval vessels lawfully present in international waters, and have thereby created a serious threat to international peace; and These attacks are part of a deliberate and systematic campaign of aggression that the Communist regime in North Vietnam has been waging against its neighbors and other free the nations; and The United States is assisting the peoples of Southeast Asia to protect their freedom and has no territorial, military or political ambitions in that area, but desires only that these peoples should be left in peace to work out their own destinies in their own way: Therefore the Senate and House of Representatives of the United States of America have decided that we approve and support the determination of the President, as Commander in Chief, to take all necessary military actions to combat Communist forces and to prevent further aggression. The United States is prepared, as the President determines, to take all necessary steps, including the use of armed force, to assist any member of the Southeast Asia Collective Defense Treaty requesting assistance in defense of its freedom. Gulf of Tonkin

Document B (Modified) Memorandum from Foreign Affairs Advisor (Bundy) to the President Washington, May 25, 1964. It is recommended that you make a Presidential decision that the U.S. will use selected and carefully graduated military force against North Vietnam... This basic Presidential decision is recommended on these premises: (1) that the U.S. cannot tolerate the loss of Southeast Asia to Communism; (2) that without a decision to resort to military action if necessary the present prospect is not hopeful, in South Vietnam or in Laos; (3) that a decision to use force if necessary, backed by resolute and extensive deployment, and conveyed by every possible means to our adversaries (enemies), gives the best present chance of avoiding the actual use of such force. It is further recommended that our clear purpose in this decision should be to use all our influence to bring about a major reduction or elimination of North Vietnamese interference in Laos and in South Vietnam, and not to unroll a scenario aimed at the use of force as an end in itself. Source: Johnson Library, National Security File, Aides File, McGeorge Bundy, Luncheon with the President, Vol. I, Part 1. Top Secret Sensitive. Gulf of Tonkin

Document C (Modified) Telegram From the Department of State (Rusk) to the Embassy in Vietnam (Lodge) Washington, May 22, 1964 7:40 p.m. On the other question, whether initial substantial attacks [against North Vietnam] could proceed without notice, it is our present view here that this would simply not be possible. Even if Hanoi (North Vietnam) itself did not publicize them, there are enough observers in North Vietnam who might pick them up and there is also the major possibility of leakage at the South Vietnam end. Thus, publicity seems almost inevitable to us here for any attack that did significant damage. Once such publicity occurred, I think you can see that the finger would point straight at us and that the President would then be put in perhaps a far more difficult position toward the American public and the Congress. Thus, we are using a GVN-or-U.S.-acknowledged plan at the present time, although we do recognize that something a little stronger than the present OPLAN 34-A* might be carried out on the basis you propose. *OPLAN 34-A was implemented in 1961. It was a covert or secret operation to collect information about North Vietnam. Source: Department of State, Central Files, POL 27 VIET S. Top Secret: Priority; Nodis. Drafted by William Bundy, cleared by Sullivan, and approved by Rusk. Gulf of Tonkin

Document D (Modified) Telephone Conversation Between President Johnson and the President's Special Assistant for National Security Affairs (Bundy) Washington, May 27, 1964, 11:24 a.m. Johnson: I will tell you the more, I just stayed awake last night thinking of this thing, and the more that I think of it I don't know what in the hell, it looks like to me that we're getting into another Korea. It just worries the hell out of me. I don't see what we can ever hope to get out of there with once we're committed.... I don't think it's worth fighting for and I don't think we can get out. And it's just the biggest damn mess that I ever saw. Bundy: It is an awful mess. Johnson: And we just got to think about it... I just thought about ordering all those kids in there. And what in the hell am I ordering them out there for? What in the hell is Vietnam worth to me?... Bundy: Yeah, yeah. Johnson: Of course, if you start running from the Communists, they may just chase you right into your own kitchen. Bundy: Yeah, that's the trouble. And that is what the rest of that half of the world is going to think if this thing comes apart on us. That's the dilemma, that's exactly the dilemma.... Johnson: But this is a terrible thing that we're getting ready to do. Bundy:... I think, also, Mr. President, you can do, what I think Kennedy did at least once which is to make the threat without having made your own internal decision that you would actually carry it through. Source: Johnson Library, Recordings and Transcripts, Recording of a telephone conversation between the President and McGeorge Bundy, Tape 64.28 PNO 111.U.S. Department of State, Foreign Relations of the United States, 1964-68, Volume XXVII, Mainland Southeast Asia: Regional Affairs, Washington, DC, Document Number 53. Gulf of Tonkin

Gulf of Tonkin Resolution Guiding Questions Most history books say that the United States war in Vietnam began in 1964, after Congress passed the Gulf of Tonkin Resolution. However, it s no secret that the United States had been very involved in the region for at least a decade before. By the time JFK was assassinated in 1963, the United States had 16,000 military troops in Vietnam. Today we re going to try to answer the question: Was the U.S. planning to go to war in Vietnam before August 1964? Document A 1. According to this document, what did the North Vietnamese do? 2. Why did the United States feel compelled to respond at this point? 3. According to this document, was the U.S. planning to go to war in Vietnam before August 1964? Explain your answer. Document B 1. When was this document written? Who wrote it? 2. What did Bundy suggest to the President? 3. What are three reasons why Bundy made this recommendation? 4. According to this document, was the U.S. planning to go to war in Vietnam before August 1964? Explain your answer. Document C 1. When was this document written? Who wrote it? 2. How did Rusk feel about the South Vietnamese government s ability to fight the Communists? Support your answer with evidence. 3. Why did Rusk think attacking the North Vietnamese is not a smart idea? 4. According to this document, was the U.S. planning to go to war in Vietnam before August 1964? Explain your answer. Document D 1. What type of document is this? How trustworthy do you think this type of document is? 2. What is the dilemma facing President Johnson? 3. According to this document, was the U.S. planning to go to war in Vietnam before August 1964? Explain your answer. Using all four documents, write a paragraph in response the question: Was the U.S. planning to go to war in Vietnam before August 1964? Gulf of Tonkin

Name: Historical Question: The Gulf of Tonkin Resolution: Was the U.S. planning to go to war in Vietnam before August 1964? Document A: Gulf of Tonkin Resolution Evidence from the source/context /timeline: Evidence the U.S. WAS planning to go to war before 64 Evidence the U.S. WAS NOT planning to go to war before 64 Evidence from the document: Document B: Memorandum from (Bundy) to the President Evidence from the source/context /timeline: Evidence the U.S. WAS planning to go to war before 64 Evidence the U.S. WAS NOT planning to go to war before 64 Evidence from the document:

Document C: Telegram From the Department of State (Rusk) to the Embassy in Vietnam (Lodge) Evidence from the source/context /timeline: Evidence the U.S. WAS planning to go to war before 64 Evidence the U.S. WAS NOT planning to go to war before 64 Evidence from the document: Document D: Telephone Conversation Between Johnson & Bundy Evidence from the source/context /timeline: Evidence the U.S. WAS planning to go to war before 64 Evidence the U.S. WAS NOT planning to go to war before 64 Evidence from the document:

THE SOURCE Point of View/ Perspective A Publication of the California History-Social Science Project - Fall 2012

The SOURCE California History-Social Science Project Quarterly Magazine Fall 2012 FEATURES Your Perspective is Showing by Nancy McTygue A Perspective on Perspectives by Mary Miller Seeing Other Sides: How Visual Literacy Can Illuminate Perspective by Emily Markussen Sorsher Five Guideposts for Historical Perspective by Katharine Kipp Visualizing Expansion, Mapping Point of View by Robert Lee 4 Context: The Foundation of Close Reading of Primary Sources by Dave Neumann Beyond the Bubble: A New Generation of History Assessments by Stanford History Education Group 7 9 11 5 17 8 SECTIONS Calendar Letters News 2 3 14 Left: Map of the several nations of Indians to the Northwest of South Carolina Front cover image: Integrity Retiring from Office! by James Gillray, published in London, 1801. Back cover image: The Seven Stages of the Office Seeker by John Childs, published in New York, 1852. All images from the Library of Congress: http://www.loc.gov/item/2005625337 http://www.loc.gov/pictures/collection/cpbr/item/ 2001695085/ http://www.loc.gov/pictures/item/2004665351/ 1 California History-Social Science Project, Fall 2012

Featured Programs Additional Programs India Book Club (CSU Long Beach) Teach India Workshop (CSU Long Beach) Fall Conference for Teachers (CSU Long Beach & Dominguez Hills) Partnership with the Bowers Museum (UC Irvine) Understanding American Citizenship - TAH (UC Irvine) America on the World Stage - TAH (UC Davis) History Blueprint Curriculum (Statewide Office) The History and Memory of the Holocaust Seminar (UC Davis) The West in US History, 1850-1929 - TAH (UCLA) Scholar-Teacher Cities Workshops (UCLA) Contact chssp@ucdavis.edu to learn more about these programs. CALENDAR The Common Core The CHSSP offers a variety of programs to support the implementation of the Common Core Standards. Common Core: Writing Standards in the History Classroom, presentation by the UC Irvine History Project at the California Council for History Education Conference (October 19, San Jose). Implementing the Common Core (November 3, UC Berkeley. Contact ucbhssp@berkeley.edu to register). The History Blueprint Common Core Workshops (February 2, 2013, CSU Fresno; February 9, 2013, UC Irvine; February 16, 2013, UC Davis; February 28 & March 2, 2013, UC Berkeley. Visit http:// chssp.ucdavis.edu/programs/historyblueprint to register) America and the World There are still spots available at these US and World History programs: Medieval Japan, Cultural Histories of the Hebrew Bible (November 3, UC Berkeley. Contact ucbhssp@berkeley.edu to register). War and Revolution (November 7, UC Davis. Contact lkraus@ucdavis.edu to register). US Entry in WWII (December 5, UC Davis. Contact lkraus@ucdavis.edu to register). Online World History Seminars Hosted by the History Project at UC Davis, these online seminars feature lectures and model lessons ready for classroom use. All sessions are scheduled for 4:00-6:30 pm. Visit http://bit.ly/hponlineseminars to register. 19 th Century Imperialism (November 15) Beginnings of Cold War Tension (December 13) Cold War Hot Spots: Congo (January 17, 2013) The Mexican Revolution (February 21, 2013) Ancient Philosophies Influence on the Development of Democracy (March 14, 2013) California History-Social Science Project, Fall 2012 2

California History-Social Science Project Fall 2012 Magazine Advisory Board Emily Albu, UC Davis University of California Representative Steve Aron, UCLA & Autry Museum Private Industry Sector Representative Marvin Awbrey (Co-Chair) Fresno Unified School District, Retired Professional Organization Representative, CCSS Barbara Doten, Long Beach Unified California State Board of Education Representative Gary Dei Rossi, San Joaquin COE Commission on Teacher Credentialing Representative Gary K. Hart, Public Policy Institute of California Governor s Office Representative Craig Hendricks, Long Beach Community College Emily Rader, El Camino Community College California Community College Representative Jeff Pollard (Co-Chair) Natomas Charter School Superintendent of Public Instruction Representative Amanda Podany, California State Polytechnic University, Pomona California State University Representative Alan Taylor, UC Davis Statewide Faculty Advisor Staff Statewide Office Nancy McTygue, Executive Director The UC Berkeley History-Social Science Project Donna Leary, Director The History Project at UC Davis Pam Tindall, Director Letter to the Editor June 28, 2012 I would like to register a mild dissent to your article, Enough With Mission Projects Already, in the Summer 2012 issue. Mild because I realize (having accompanied my children through their own fourth grade projects some years ago) that fourth grade teachers often miss a golden opportunity to delve deeply into important aspects of California history during the Mission Era. The sugar cube mission thus represents, or perhaps represented, a convenient, if misleading, cultural shorthand for presenting California history, allowing teachers not deeply familiar with the story to move on quickly to the Gold Rush, without lingering just a bit to examine the significance of the missions. However, I have had the opportunity to visit fourth grade classrooms where the teacher had students construct not just the mission, but also the living "quarters" of the neophytes, the extensive fields and orchards surrounding the mission, the workshops and corrals. Thus, there were great descriptions of land use, ecology, the impact on the land of new animals and crops introduced by the Europeans, and even the construction methods used by the workers who actually built the missions. So, I guess I would say that using the mission as a stand-alone icon, with little or no supporting materials is definitely an historical dead-end that should be abandoned. However, using the mission as a visual and "hands-on" first step in explaining the mission system and how it functioned reveals to student why it was both important and exploitative, and thus a key ingredient in the mix of California history. Regards, Craig Hendricks The UCLA History-Geography Project Mary Miller, Co-Director Emma Hipolito, Co-Director The History Project at CSU Long Beach Dave Neumann, Director The History Project at CSU Dominguez Hills Lisa Hutton, Director The UC Irvine History Project Nicole Gilbertson, Director The History Project at CSU Fresno Melissa Jordine, Director The Source is a publication of The California History-Social Science Project (CHSSP). We welcome your letters and inquiries. To learn more visit our website http://chssp.ucdavis.edu/ or contact us at chssp@ucdavis.edu. -Shelley Brooks, Editor 3

T H E S O U R C E Your Perspective is Showing by Nancy McTygue, Executive Director Let s be honest. We all have our own particular point of view, shaped by our personal history, family situation, faith, gender, economic status, education, ethnicity, age, and any number of other characteristics, experiences, and traits. Our perspective absolutely shapes how we think and interact with the world around us. For example, I am a white, middle-aged, decently-educated, Roman Catholic female who grew up in a small town in northern California. I grew up the youngest of six children to parents from the Midwest (US and Canada) who recently celebrated their 60 th anniversary. Although I am a registered Democrat, I have voted for Republican candidates and causes. I have a good job, as does my husband of 22 years, and am the proud mother of two teenage sons who love to eat, play football, and fight with each other. While I d like to think that I m not a slave to my context, I do understand that it has an impact on how I think and what I do. What continues to amaze me is the number of educators (K-12 and university) who don t take advantage of this fact. You ve heard some version of the refrain My students don t know how I vote, where I worship, or what I value. They don t know what I believe and because of this they are free to express their own opinion without fear of upsetting me. Really? Don t you think your students have the capacity to ascertain at least some of that by looking at you, listening to you, and thinking about what you teach (and don t teach)? Sure, they could make some incorrect assumptions based upon common stereotypes, but I bet you re a little more obvious than you think. I m surprised that instead of trying to be some type of human blank slate, more teachers don t accept the fact that their perspective can affect their actions, admit it to their students, and encourage them to consider their own context and its impact on their decisions. For example, when teaching about war and military service, I made sure to let my students know that I had never served in the military and given that, my perspective would not have the benefit of personal experience. Many of my students, however, had parents who were active duty servicemen and women. Sharing our context allowed us all to make contributions aware of the personal baggage we brought to the discussion. Once students acknowledge perspective s unavoidable impact on their own decisions, it s a relatively short step to comprehend the important role that point of view plays in understanding our history. Developing an awareness of the power of perspective will promote both historical thinking in particular and critical analysis in general. This issue of The Source centers on perspective and point of view. My colleagues have penned a number of articles that seek to provide specific strategies to both explain and utilize the impact of perspective in history to engage students, deepen their understanding of a particular era or event, and continue our ongoing discussion of what high quality history education really means. What do you do to help your students understand perspective? Do they understand how someone s point of view can impact what they think or do? Share your thoughts with us by posting your feedback on our Facebook page or writing to us at chssp@ucdavis.edu. We look forward to hearing your perspective, whatever it is. Image from Library of Congress: Teachers listening to instructions for giving out ration book no. 4 at Woodrow Wilson High School, Washington, D.C., 1943. http://www.loc.gov/pictures/resource/fsa.8d33633/?co=fsa California History-Social Science Project, Fall 2012 4

T H E S O U R C E Context: The Foundation of Close Reading of Primary Source Texts by Dave Neumann, Site Director, The History Project at CSU Long Beach Frederick Douglass first published an autobiography narrating his remarkable rise from slavery to freedom in 1845. Though still a fugitive slave, he had also become a prominent advocate for emancipation. Northern abolitionists stirred by the Second Great Awakening s revivalist fires had begun to call for immediate emancipation. Douglass s eloquence in public speeches swayed many, and his command of language testified to the resilient humanity of slaves in the face of slavery s degradation. Indeed, the primary reason for writing his life story was to dispel white northern doubts that such an articulate individual could have been a slave. At a time when only five to ten percent of slaves possessed even basic literacy, such skepticism is not surprising. So Douglass crafted an account of his upbringing on a Maryland plantation, labor on Baltimore s docks, and escape to the North. He eventually settled outside of Boston, the center of abolitionist activity. His autobiography, bearing introductions by prominent abolitionists William Lloyd Garrison and Theodore Dwight Weld, became an international success. Given the importance of literacy in Douglass s life, it is not surprising that his description of learning to read offers one of the most poignant passages in the book. One of the great strengths of the Common Core Standards (CCSS) is that it will require students to engage in close reading of this outstanding passage from Douglass s autobiography, as well as other great texts from American history. The Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3 12 which will likely do as much to shape what gets taught in classrooms as the standards themselves has created some confusion, however, by seeming to prohibit the use of background information. 1 The document specifies that 85 to 90 percent of questions from exemplar texts should be textdependent questions [that] can be answered only by careful scrutiny of the text and specifically by referring to evidence from the text itself to support the response. They do not require information or evidence from outside the text or texts; they establish what follows and what does not follow from the text itself. Rather than being distracted by this controversy, teachers should continue to provide contextual information for texts in thoughtful ways. Primary source texts including poetry and literature from previous eras do not exist in a vacuum, ready to release universal truths to the careful reader. They are embedded in two crucial contexts that teachers must address to help students to derive meaning from what they read. The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent on errands, I always took my book with me, and by going on one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. Frederick Douglass, Narrative of the Life of Frederick Douglass an American Slave, Written by Himself (Boston: Anti-Slavery Office, 1845) Image of Frederick Douglass from Library of Congress http://www.loc.gov/pictures/item/brh2003002435/pp/ 5 California History-Social Science Project, Fall 2012

T H E S O U R C E The first context is literary. Like the many texts teachers use with students, most of the CCSS exemplar texts are excerpted from longer works. Teachers recognize that by removing the passage from its larger whole, they run the risk of making a text less intelligible. They typically neutralize this risk by supplying information about the missing literary context. If teachers were to stop supplying such information, students would feel encouraged to speculate about what the author meant in a particular passage. Instead, teachers should consider ways to supply the missing literary context any time the absence of such information might invite student confusion while recognizing the legitimate CCSS concern to keep student focus on the text itself by keeping such background information to a minimum. The second context is historical. Primary sources are typically drawn from a world that differs from students own in time or place or both. As readers, students don t know many of the things the author and his original audience could take for granted. Such assumed knowledge can never be discovered by readers who only attend to the text itself, no matter how closely they read, but such knowledge is crucial. Consider two CCSS exemplar texts - Abraham Lincoln s Gettysburg Address and Winston Churchill s 1940 address - students may know something about Abraham Lincoln, but teachers must help them understand when and why he delivered this address so they can make sense of Lincoln s argument. Likewise, teachers must ensure that students know who Winston Churchill was, and the state of Europe when he delivered his 1940 speech so they can understand and care about what they re reading. So how can teachers provide useful literary and historical context that aids student understanding and honors the spirit of the CCSS? Here are a few brief suggestions, offered as an invitation to discussion. Context information should not substitute for reading the actual text or give away the punch line. Anything students might be able to glean from a close reading of the text should not be given to them by the teacher though in some cases he or she may want to hint about where this might be found or how it would aid interpretation. Thus, the shorter the amount of text or verbal explanation the teacher provides the better, as long as this background is not so brief that it leaves something crucial out. Teachers should think of contextual information as a sliding scale, rather than all or nothing. This has two implications. First, the amount of background teachers supply may vary from document to document (or where the document falls in the course of a teaching unit). The more the historical context of a document differs from students own, the more they need to know so that they don t import ahistorical assumptions into the text. Second, teachers can use their discretion as to when to provide context information maybe they ll choose to offer some information once students are puzzled or intrigued, rather than right from the outset. But while there is a legitimate question of when to provide such information, there is no question of whether they should do so. Context should help students make sense of why the text was important in its era and why it matters now. Background information should not tell students why the document is important today, but it should provide enough information that they can engage in a discussion about the document s significance. In short, we need to make a distinction between setting the stage for good close reading and actually doing the reading for students. The old Into-Through-Beyond model provides useful guidance: what do students really need to know before reading a text to help them get all they can out of it? Then, how do we get them to really immerse themselves in the text, wrestling with it and using evidence to corroborate? Finally, how can we effectively conclude by moving beyond the text itself into a consideration of its significance? The kind of close reading of rich historical texts that CCSS advocates offers the best opportunity for students to reflect deeply on the enduring significance of historical events, provided that we remember to pan out after close reading to explicit consider its larger meaning. Students can only consider this meaning when they understand a document s historical context. Context is not the enemy of close reading of primary sources; context is the very thing that makes close reading possible and meaningful. 1 www.corestandards.org/assets/publishers_criteria_for_3-12.pdf. Editor s note: these criteria were developed by Susan Pimental and David Coleman, lead authors for the Common Core Standards. California s CCSS-aligned publishers criteria will be submitted for State Board review sometime in 2013. California History-Social Science Project, Fall 2012 6

We all know that teaching perspective can be a challenge, especially with younger students who tend to believe that everyone in the world does or should think exactly as they do. Those of us who are old enough to have gotten over that charmed belief need to find ways to walk the line between acknowledging that reasonable people can differ without suggesting that every opinion is of equal value. Particularly in history, it is essential that we look for evidence in support of opinions. Does your presidential candidate promise an improved economy? What is the plan? Has it proven successful in similar situations, here or elsewhere? What is the likelihood that the plan can be implemented? What impediments might there be? Teaching perspective can begin in the early grades with questions starting w i t h W o u l d y o u rather? The varied responses can lead to a discussion of why p r e f e r e n c e s d i f f e r. Pictures do a good job of illustrating different perspectives as well. Take a look at the environment in this photo. Does it look like the semi-arid region it is? A place where water is brought from hundreds of miles away? Would a wider view photo of the hills around Los Angeles, taken from a different perspective, show similar vegetation? Do too many Los Angeles residents have an East Coast perspective on what constitutes an attractive yard? What are the consequences of that view? Struggles over conflicting perspectives have existed since earliest times. We think of writing as one of the great accomplishments of early peoples, but the ancient Greeks were initially wary of relying on the written word. Ask your students what their reasons could have been. The Greeks logic, as described by Tony Lentz in a 1983 article, included a fear that relying on writing would induce forgetfulness as a result of people failing to exercise their memories. 1 Furthermore, writing distances the reader from the writer and his true concerns in a way that direct contact with a speaker does not. Finally, the Greeks wondered why one who spoke the truth would need writing, which could be prepared in a way that twisted reality. More amusing is a situation noted by Guy Deutscher in Through the Language Glass. Such luminaries as Francis Bacon, Ralph Waldo Emerson, and Bertrand Russell have T H E S O U R C E A Perspective on Perspectives by Mary Miller, Co-Director UCLA History-Geography Project maintained that a nation s language reflects its character. Cicero, on the other hand, noting that there was no word in Greek for impertinent or tactless, did not claim that this illustrated the Greeks impeccable manners and thus the lack of a need for such a word as Emerson might have, rather he concluded that the absence of these words proved that impertinent and tactless behavior was so widespread that it went unnoticed. Of course, this raises as many questions about Cicero as it does about the Ancient Greeks. One excellent way to force students to look at different perspectives is through formal debates in which the roles are assigned. Once students get over whining about having to defend a position they don t personally believe in, their natural competitiveness both to support their assigned position and to be prepared to defend against the opponent s argument leads them to take a serious look at all sides of an issue. If you include both a preresearch and a post-debate tally of opinions, students are often surprised to find how often they change their minds. The resulting openness to other viewpoints is absolutely essential in this very contentious election year. Indeed, election year politics provide perhaps the best resource for comparing perspectives. As was discussed in an article in the January Source, the candidates ubiquitous advertisements can easily be deconstructed and compared. The voters pamphlet itself offers multiple perspectives on the propositions, and nothing is more valuable for students than to investigate how varied are the views of the different constituencies supporting a single candidate. It is obvious that people sometimes appear to vote against their own selfinterest, but that usually means they have been drawn in by the candidate s statements on the topic most compelling to them. A homework assignment requiring some judicious interviewing can uncover these no compromise issues. Be sure to take advantage of this once-every-four-years phenomenon to teach your students about historical perspective. 1 Tony M. Lentz in Philosophy and Rhetoric, Vol. 16, No. 4, 1983; reproduced in A World History Sourcebook, Helen Howe, et al., Longman, 1988. 7 California History-Social Science Project, Fall 2012

T H E S O U R C E Seeing Other Sides: How Visual Literacy Can Illuminate Perspective by Emily Markussen Sorsher, Improving Teacher Quality Coordinator, UCI History Project The Common Core standards set a new expectation for critical thinking. Students are expected to use multiple sources to form an opinion, locate bias, and see an issue from multiple points of view. In order to make intellectual arguments, students must be able to remain objective while examining evidence from a variety of sources. This necessitates an analysis using the point of view of both the creator and those who disagree with him. One of the most engaging ways to teach perspective is through the expansion of visual literacy lessons. While visual sources offer as much to investigate as a text, most student have little experience with a thorough reading of art. Far from an easy assignment, many students find the close study of an image to be more difficult than text. By using everything from fashion to record covers, teachers can focus on a single point whose point of view does this represent, and how do we know? Visualizing Cultures (visualizingcultures.mit.edu) is a remarkable image database maintained by the Massachusetts Institute for Technology. Launched in 2002, the site uses technology to help teachers and students reconstruct the past as it was seen by its inhabitants, using sources that were once inaccessible. Visualizing Cultures contains a visual library of early-modern and modern Japanese and Chinese artwork along with accompanying essays. The site lends itself to 7 th and 10 th grade World History curriculum, as well as AP European and World History. Topics include The Rise and Fall of the Canton Trade System, The First Opium War, Black Ships and Samurai (the opening of Japan), and Ground Zero 1945, among others. The Common Core standards require that in the 10 th grade students analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. While the issue of perspective can be taught with many of the units, the postcard collections in the Asia Rising and Yellow Promise/Yellow Peril units on the Russo-Japanese War seem tailored to fit CCSS literacy in history reading standard 6. All units contain an introductory essay, including an overview of the relevant art history, various primary source images, and in depth-knowledge of the specific events depicted. In Asia Rising, John Dower s essay covers military might, woodblock printing, the postcard trend of the era, and a walkthrough of postcards exemplifying the Japanese perspective on the war. Teachers may use this section Nurse Looking Over a Wounded Soldier Found at MIT Visualizing Cultures, Asia Rising California History-Social Science Project, Fall 2012 8

T H E S O U R C E for background, though many of the images require little explanation. Nurse Looking Over a Wounded Soldier, for example, depicts a serene Japanese nurse quietly tending to a craggy Russian soldier who looks weak and ragged. With this image alone, students can begin to understand the relationship between these two cultures and the way Japanese imagined Russians. The curriculum section contains useful classroom resources. For example, students may be placed in groups and given different sequences of postcards on themes such as the homefront, the work of nurses, and naval battles to determine the message each set was intended to communicate. Students begin by looking for patterns and then explain why these images are compelling. Teachers may integrate more scaffolded questions, pointing students to the use of color, realistic or comical features, relative size of objects in the picture, etc. As a final assessment, it provides a VBQ, or visual documents-based question. Students will create a written essay based exclusively on visual sources, in this case postcards collected from across the sequences. In addition to meeting California History standard 10.4, patterns of global change as a result of imperialism, lessons from Visualizing Cultures dovetail perfectly with the existing state Historical Thinking standards on historical research, evidence, and point of view. The identification of bias and fallacious information through the study of opposing evidence is critical to the study of history, and indeed to modern life. Perspective is a tool being used by everyone from advertisers to politicians, and students must master the ability to see both sides of any argument. Image analysis teaches students that their skills apply equally to all media types. Through the use of engaging visual sources amassed at Visualizing Cultures and sites like it, students will hone this necessary skill while themselves looking at the study of history with a new point of view. 5 Guideposts for Historical Perspective by Katharine Kipp, The History Project at UC Davis It is second nature for history educators to regard primary sources with a historical perspective. As we read a source or scan an image, questions form: Who was the author? Where is the author from? What was their motivation? In short, questions necessary to detail the historical context and meaning of the source. This is a learned skill set that takes practice to master. Therefore, it is imperative for teachers to define, breakdown, and convey the importance of the historical perspective to their students. Historians define historical perspective as attempting to see through the eyes of people who lived in times and circumstances sometimes far removed from our present-day lives. 1 It is the process of synthesizing the known information and using that to infer meaning from a primary source. Scholars and students must consider everything from the systems of politics, economics, beliefs, and ideals that governed them, to the basics of daily life, the food, housing, technology, and communities built. All these factors influence how we interpret sources from the past. Dr. Peter Seixas and Tom Morton, authors of The Big Six: Historical Thinking Concepts, provide a series of guideposts designed to aid teachers in this process of source analysis. Their method encourages teachers to close the gap between theory and practice of education. In particular, they ask teachers to utilize historical thinking methods as a means to aid retention and make history engaging for students. The strategies presented identify important ideas necessary for accurately understanding historical perspective. Together, these steps help students walk in the shoes of historical actors, evaluate historical context, and assess biases and point of view to better analyze a source. 9 California History-Social Science Project, Fall 2012

T H E S O U R C E 1 The ocean of difference Worldview, experiences, and circumstances affect the way individuals interpret sources. Making students cognizant of these challenges is the first step in understanding historical perspective. One way to do this is for students to compare and contrast a commodity such as books, news, music, or food. How does their access to these items differ from their ancestors? What does this tell us about the ocean of difference? 2 Avoid presentism Presentism, or the imposition of present ideas on actors in the past is an easy mistake for students. While it is useful to identify commonalities we share with individuals in the past, we must be careful of imposing twenty-first century ideals and beliefs on historical actors. The best way to decipher historical from universal experiences, as with guidepost 1, is to make students aware of the danger. Ask them to imagine how individuals of the past would experience our society. 3 Consider historical context This guidepost will provide students with a solid basis for deciphering historical perspective. Students use historical context to avoid presentism and make accurate assumptions about the past. Seixas and Morton offer several sentence starters to guide students in identifying the context: This idea might have been popular because This way of thinking might explain This source suggests that people at the time were thinking that 4 Perspective, perspective, perspective With historical perspective, scholars and students move beyond empathizing with historical individuals. They no longer make inferences about thoughts and feelings based on personal experience or rely only on what the historical record explicitly says. Instead, students must interpret a primary source using all the techniques in their arsenal: perceived thoughts and feelings, historical context, and hard statistics to essentially read between the lines. Students must ask themselves: What information do we need in order to determine the perspective of an individual? How can we tell what they were thinking? Evidence is key. Inferences must be grounded in textual records, photos, or any number of artifactual evidence. In doing this, students can draw well-informed conclusions about the source rather than merely guesswork. 5 Perspective diversity Scholars and students alike want to know what really happened?, but it is not as easy as reading a source and identifying facts. Individuals experience and remember events differently. Asking students to see a historical event from all sides will strengthen their understanding. For example, comparing Northern and Southern perspectives in the American Civil War is fairly straight forward. But what happens when you add in northern business owners, southern planters, Confederate and Union politicians, soldiers, slaves, free blacks, women, and children? Perspectives and opinions change drastically from each group and provide a wider picture of the event as a whole. Engaging students in this type of analytical thinking not only deepens a connection and understanding to historical events, but it allows teachers to practice the Common Core Standards. In particular, Reading Standards for Literacy in History/Social Studies point 6 asks students to identify aspects of a text that reveal an author s point of view or purpose. 2 Historical thinking provides an ideal opportunity to practice this important analytical skill, helping students span the gap between the past and its application for the future. 1 Seixas, Peter and Tom Morton, Historical Perspectives: How Can We Better Understand the People of the Past? in The Big Six: Historical Thinking Concepts, Toronto: Nelson Education Ltd., 2013, p. 138-167. 2 Common Core Reading Standards for Literacy in History/Social Studies, Point 6. California History-Social Science Project, Fall 2012 10

T H E S O U R C E Visualizing Expansion, Mapping Point of View by Robert Lee, UC Berkeley History- Social Science Project Map A: Cantino planisphere of 1502 http://upload.wikimedia.org/wikipedia/commons/0/07/cantinoplanisphere.png Historians have long embraced the truism that maps cannot be trusted to tell a complete historical narrative. They have instead used maps to document political designs, uncover cultural assumptions, and understand values attached to geographical knowledge. Every map, in short, has a perspective. Many appear in our textbooks, often visualizing the long history of territorial expansion and offering opportunities to teach students to analyze the points of view embedded in them. For example, the Cantino planisphere of 1502 (map A), a world map, or more accurately a map of the known-world, shows the Treaty of Tortesillas division of a portion of the globe new to Europeans. Or consider J o h n M i t c h e l l s 1 7 5 5 depiction of Britain s North American colonies (map B). This master map endlessly reworked as a basis for maps in use years after the American Revolution favors British over French and Indian claims. Key questions historians ask of primary sources, such as who made this and why, who was it meant for, what claims did it justify, and so on come easily when viewing maps made hundreds of years ago. The obvious geospatial shortcomings of these historic maps cause modern eyes to Map B: John Mitchell s 1755 Map of Britain s North American colonies. Found in Library of Congress http://www.loc.gov/item/74693176 11 California History-Social Science Project, Fall 2012

T H E S O U R C E Map C: National Atlas of the United States, from nationalatlas.gov http://www.nationalatlas.gov/printable/territorialacquisition.html squint. As inhabitants of a past that is itself a foreign country, their makers invite inquiries as much about their own outlook as the look of the land they created on the page. But what about recent maps, maps produced by our own culture, for our own purposes of explaining the past? Take, for example, Territorial Acquisitions of the United States, a map made available online by the National Atlas of the United States in 2005 (map C). As part of a long tradition of illustrating territorial claims to the Americas, Territorial Acquisitions is very much a descendant of the Cantino planisphere and Mitchell s map. It focuses mainly on US expansion from 1783 to 1853, years that bracketed one of the most intense eras of land transfer in the long history of European expansion. Its eleven territorial divisions, from the Treaty of Paris to the Gadsden Purchase, outline the chunking sprawl of a continental nation. Given the documentation we have of those treaties and purchases, and the sophistication of modern GPS data, one could hardly ask for a more faithful projection of their boundaries. Precision, however, does not preclude a point of view. We can at the very least say that, like the Cantino planisphere and Mitchell s map, Territorial Acquisitions envisions an international game of claim-staking played by nation states that included England, France, Spain, Mexico, and the United States, and excluded Native Americans. When juxtaposed with examples of Indian cartography, like a Catawba deerskin map of territorial claims (map D) expressed through relational rather than coordinate logic, the geodetic system shaping Territorial Acquisitions comes into relief as a system a way of seeing with the power to exclude. While historians have been working for several decades to put I n d i a n s a n d I n d i a n conceptions of territoriality back into the history of territorial expansion, and many of their insights have percolated through textbooks, Map D: Map of the several nations of Indians to the Northwest of South Carolina (Catawba deerskin). Found in Library of Congress http://www.loc.gov/item/2005625337 California History-Social Science Project, Fall 2012 12

T H E S O U R C E they have not yet reached maps like Territorial Acquisitions. The riddle for our students here, then, is why this modern map presents a point of view that can seem so strikingly circumscribed. The answer lies in its history. While Territorial Acquisitions is relatively new, its contours are old; anyone educated before 2005 should not be surprised if it seems familiar. Follow its trail back and you will likely find a reminder that maps like Territorial Acquisitions are digital heirs to an earlier generation of transparencies used to depict the growth of the United States territory in Map E: Territorial Growth of the United States of America in Epoch Maps, Illustrating American the classroom. Keep going and History (1893) you might discover a textbook study in the 1920s that not only cites the frequent reproduction of a map called Territorial Expansion of the United States but explains that this was the most frequently reproduced of all the large format color maps in the texts under review. 1 Where does the trail end? One terminus is at Harvard in 1893. That was when Albert Bushnell Hart, a young professor of history, published Map No. 7, Territorial Growth of the United States of America (map E) in Epoch Maps, Illustrating American History (1893), a compendium distilled from a three-volume history of America. He made Map No. 7 the frontispiece of his own volume and released Epoch Maps to address a much neglected need for illustrations that conform to the official treaties and to the laws of the United States, as understood at the time when they were negotiated or enacted. 2 His map, like its more recent kin, reveals nothing about the 367 ratified treaties the United States entered into with Indian nations between 1778 and 1871, most dealing with land transfers. A national map that included them would be much more complex and necessarily show boundary lines whose position and history remains controversial. Teachers may find a series of state maps by Hart s contemporary, Charles C. Royce, provide a source of comparison to bring the absence of Indian treaties from Map no. 7 into relief. Hart s exclusion of these treaties as somehow unofficial reflected a point of view common of his generation. Scholars like Hart and Royce viewed land cessions by European nations, which both considered sovereign, and Indian nations, whose sovereignty they denied, as parts of separate histories. Both could be mapped, but only one qualified to visualize textbook narratives of territorial expansion. Though far less common today, that perspective persists when we talk about the contours of US expansion with maps handed down from Hart s era. That connection also offers a solution to the riddle of the National Atlas s Territorial Acquisitions. While Hart s textbook went through multiple editions before falling into obscurity, Map No. 7 became a type of conceptual master map that helped smuggle a late nineteenth century view of Indian treaties into the digital maps produced for use today. Ironically, the clean lines and precise geospatial dimensions generated by cartographic software may be rendering it more difficult to see the points of view reflected in modern maps, making it all the more worthwhile to train students to decipher them. As a result, interpreting the acts of inclusion and exclusion in a map like Territorial Acquisitions can serve doubleduty in the classroom. While offering a general reminder that all maps have a point of view, it can also suggest how its representation of agreements between sovereigns silently conveys a particular view of how to define sovereignty. 1 David Jaffee, Scholars Will Soon Be Instructed through the Eye : E-Supplements and the Teaching of U.S. History, Journal of American History 89, no. 4 (Mar. 2003): 1468; R.M. Tryon, Maps in Forty-Four Textbooks in American History for the Junior High School Grades, The School Review 33, no. 6 (Jun. 1925): 430. 2 Albert Bushnell Hart, Epoch Maps, Illustrating American History (New York, 1893), Preface. 13 California History-Social Science Project, Fall 2012

T H E S O U R C E NEWS from the California History-Social Science Project Gary Hart Appointed to CHSSP Advisory Board A former high school teacher, state legislator, and California Secretary of Education, Gary Hart, of Sacramento, has been appointed to the CHSSP Advisory Board by Governor Jerry Brown. Hart has served as the chair of the Public Policy Institute of California Board of Directors since 2011 and as a member of the board since 2003. Hart earned a master of arts in teaching from Harvard University. Read more here: http:// gov.ca.gov/news.php?id=17725. Democracy Webinars Available Online The CHSSP is excited to announce that all resources for its Teaching Democracy webinar series program, in partnership with Cal Humanities, are now available at our website: http://chssp.ucdavis.edu/programs/programs/teaching-democracy. Scholar lectures and teacher leader lesson demonstrations (with Power Point presentations), lessons, and primary sources are free for all. We hope these content lectures and instructional materials will encourage teachers to engage their students this election season and beyond to consider how democracy has been shaped and continues to be shaped in America. Webinars include The Power of the Presidency; What did the Constitution Originally Mean?; Should America Have a King?; Who is a Citizen?; and No Taxation Without Representation?. Making Sense of the American Civil War Program Wraps-up In commemoration of the Sesquicentennial of the Civil War, the CHSSSP partnered with Cal Humanities to host a book discussion Making Sense of the American Civil War, a nation-wide program designed and sponsored by the National Endowment for the Humanities and the American Library Association. In San Diego, Sacramento, Berkeley, and Long Beach, participants shared ideas about the meaning and legacy of this great American conflict. Three key texts informed the discussions: America s War: Talking About the Civil War and Emancipation on their 150 th Anniversaries, edited by national project scholar Edward Ayers; Crossroads of Freedom: Antietam, by James McPherson; and the Pulitzer-Prize winning historical novel, March, by Geraldine Brooks. Each of these texts remains in circulation in the respective public libraries. HSS Framework Suspension Lifted On September 8, Governor Jerry Brown signed SB 1540 into law, which lifts the threeyear suspension of the History-Social Science Framework revision. The revision was almost complete in 2009 when the state legislature suspended all framework revisions and textbook adoptions in response to the state budget crisis. The bill was sponsored by Senator Loni Hancock (D-Oakland). It is a serious shortcoming that our basic instructional materials are so outdated, Senator Hancock said. California textbooks don t even mention the 9/11 tragedy or the election of Barak Obama to the Presidency. As the primary authors of the 2009 revision, the California History-Social Science Project welcomes this decision and looks forward to working with the California Department of Education, who will oversee the work. For additional information about these news items, contact the statewide office at chssp@ucdavis.edu. California History-Social Science Project, Fall 2012 14

THE 52ND ANNUAL CCSS CONFERENCE SOCIAL STUDIES ON THE MARCH March 8 10, 2013 Hyatt SFO Airport/Burlingame, CA California Council for the Social Studies 15 Early Bird Rates CCSS Members Conference Package Retired Members Students $99.00 $159.00 $65.00 $100.00 Register Today: www.ccss.org Sessions and Workshops address topics in all subject areas American History World History Geography Economics Government Civic Education Technology Common Core Standards + More

The CCSS s at the CCSS Conference: Implementing the Common Core Across the Social Studies-ELA Divide What is it? The CCSS s at the CCSS is a conference-in-a-conference embedded within our exciting 2013 Annual Conference. Eight hours of intensive professional development for teams of Social Studies and English-Language Arts teachers, engaging them in conversation around best practices to develop students argumentative reading and writing skills across disciplines Choose one of the three presenting groups, each with long experience and an outstanding track record facilitating such collaborative work. All are prepared to continue this work upon request by individual districts and schools. The Mills College/Oakland USD/Alameda County Office of Education Consortium: Under the auspices of a CPEC grant, uses a lesson study protocol to investigate best practices and challenges in teaching students to (a) read to gather information, (b) read to write, and (c) write to argue. The California History-Social Science Project (http://chssp. ucdavis.edu) will clearly explain the theoretical shifts embedded in the Common Core Standards. Using materials from the History Blueprint initiative (http://historyblueprint.org), participants will engage in hands-on activities designed to improve student expository reading comprehension, writing ability, and critical thinking. LACOE/Region 7 Common Core Staff Developers will highlight the instructional shifts for elementary classrooms related to the Common Core Standards, Partnership for 21st Century Skills, and Civic Mission of Schools initiatives. Participants will gain strategies and resources to integrate these changes into their ELA curriculum using History-Social Studies as a way to build students critical thinking, creativity and communication skills. Why come? To prepare for college and career, research shows that the ability to identify and make effective arguments is the single most important indicator of success and effective teaching of reading and writing related to the social studies is a key way to develop students skills in those areas! Social Studies on the March : The 2013 Annual California Council for the Social Studies (CCSS) Conference The Social Studies ELA team participants will also be able to take advantage of these conference offerings: Social Studies on the March : Our Friday evening/saturday lunch program celebrates the 50th anniversary of the March on Washington, the Children s March in Birmingham, Alabama, and other critical events of 1963 relating to the Civil Rights Movement. Very special guest veterans of the movement engage in conversation with current activists and conference participants (including teachers, students and others) on the legacy of those times and what s going on today in the fight for social justice. Guest speakers include nationally renowned scholars addressing topics relating to diversity and social justice. Sessions and workshops galore! Expert teachers share best practices in ALL social studies disciplines including U.S. and world history, economics, civic education, government, geography and the humanities. Social events bring teachers together from across the state and build community around our highly active local councils. Logistics What will participating teams accomplish? Participants will emerge with expanded knowledge and skills to advance their students critical reading and writing skills, along with a tangible toolkit of resources and a plan to advance this work with their colleagues. Districts will gain increased capacity to respond quickly and effectively to the Common Core State Standards initiative in elementary, ELA, and Social Studies classrooms. Need further information? Visit the CCSS Website: www.ccss.org When? March 8-9, 2013 (through March 10 for the full conference) Where? Costs? including CCSS annual membership person for groups, including complimentary CCSS annual memberships for group members! qualifying districts California History-Social Science Project, Fall 2012 16

T H E S O U R C E Beyond the Bubble: A New Generation of History Assessments Editor s note: This article was written by Mark Smith, Sam Wineburg, and Joel Breakstone, Directors of Beyond the Bubble, a project of the Stanford History Education Group A Poverty of Imagination An absence of creativity characterizes the testing industry. At one end of the spectrum are multiple-choice tests that rip facts out of context and penalize students for not knowing things they can instantly Google. At the other end is the document-based question" (DBQ) of the Advanced Placement Program, often considered the gold standard of history testing. The DBQ is a useful assessment if your students can already handle the analysis of eight to ten primary documents and write a college-level essay. But what if your students can't yet analyze one document? How can you tell if they are learning the skills they need to do collegelevel work? Beyond the Bubble addresses this quandary. The new site contains dozens of innovative history assessments called History Assessments of Thinking, or HATs. Many HATs can be completed in just a few minutes. Others take a little longer but still less time than an hour-long DBQ. Unlike blackened circles on a Scantron, short written responses provide windows to what students think the very information you need to make adjustments in your teaching. Beyond the Bubble assessments are intended to be formative. The goal of formative assessment is not to come up with a final grade for students, but to help teachers figure out where their students are having trouble and then to take appropriate instructional action. HATs align with the new Common Core State Standards. Each HAT is keyed to one or more standard and includes a link identifying the relevant standards. Some of the standards addressed include: #1 (Gr. 6-12): Evaluating the date and origin of evidence (sourcing); #6 (Gr. 6-12): Corroborating across multiple points of view; #8 (Gr: 6-12): Evaluating the trustworthiness of claims. Beyond the Bubble assessments are designed to measure historical understanding from multiple vantage points. An exercise on Thanksgiving asks students to assess the usefulness of a 1932 painting for understanding an event that supposedly occurred in 1621. Other exercises focus on whether students can use evidence to mount a historical argument. Still others require students to connect important historical events, such as the explosion of the U.S.S. Maine and the Philippine-American War. Another exercise requires students to put events into context by considering how Dorothea Lange s employment by the Resettlement Administration might affect their evaluation of Lange s iconic Migrant Mother photo. Main exercises also include annotated sample student responses and intuitive three-level rubrics. The Future of History Testing Bemoaning not only the state of history testing but assessment in general, the psychometrician Robert Mislevy noted, It is only a slight exaggeration to describe the test theory that dominates educational measurement today as the application of twentieth century statistics to nineteenth century psychology. 1 To be sure, HATs don t solve the many problems of modern testing. But our hope, at least with respect to social studies, is that HATs will give teachers new tools to nurture the development of historical understanding. With the adoption of the Common Core State Standards and efforts to create new tests, we hope that HATs might spur efforts to go beyond discrete multiple-choice tests, on one hand, and full-blown DBQs, on the other. Right now these options virtually exhaust the range of history testing, even though countless other options fall between these two poles. Only a resistance to change prevents us from finding them. 1 Mislevy, R. (1993). Foundations of a New Test Theory. In N. Frederiksen, R. Mislevy, & I. Bejar (Eds.), Test theory for a new generation of tests (pp. 19-31). Hillsdale, NJ: Erlbaum. 17 California History-Social Science Project, Fall 2012

T H E S O U R C E An example of a Beyond the Bubble HAT or History Assessment of Thinking California History-Social Science Project, Fall 2012 18

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Lesson Plan Date 4-24-12 Subject/Course World Studies Grade level 9 th Grade Unit / Lesson Topic: Imperialism / Colonial Independence Movements Essential Question (s): * How does a minority control a majority? * To what extent has imperialism shaped who has power today? Objectives/Learning Goals: Students show that they can compare Gandhi s civil disobedience with Ho Chi Minh s idea of a violent resistance Activities (including timings): 0-5 minutes Warm up: Summit scenario. How would you effect social change at Summit? (Anything is on the table, including violent resistance. Remind students of the French Revolution.) EXTENSION: If you were an Indian person living under British imperialism.then how would you choose to fight back? Violent or non-violent resistance? 5-10 minutes 10-30 minutes 30-50 minutes 50-55 minutes Review as a class Gandhi primary source document (Guided practice) - Students will fill out Big C context and Little C context; they use their HW to do this. - Students read the primary source and answer the reflection questions. Ho Chi Minh primary source document (In pairs) Students read the 2 nd document on Ho Chi Minh s philosophy and answer questions in pairs. Debrief as a class: Which ideology or philosophy is more effective in making change? Exit Slip: Students figure out how Ho Chi Minh and Gandhi would respond to the warm up. They must use key vocabulary words in their answers. Resources needed: PPT, Graphic Organizer and Primary Sources, Exit Slip Assessment (formal and informal, including questions to be asked How you will know that the learning goals have been achieved): Exit Slip, Graphic organizer, pair discussion teachingchannel.org 1

Name: Section: Unit #5 Imperialism World Studies I Gandhi and Ho Chi Minh in Their Own Words Mahatma Gandhi on non-violence as love: Source: Mohandas K. Gandhi; excerpts from his articles that were published in a newspaper called Young India in July 1925. Young India was mainly read by Indian intellectuals (or the higher castes) who wanted to fight for Indian independence. Gandhi worked for some time in South Africa, but returned to India in 1915. After the Amritsar Massacre in 1919, Gandhi calls for a period of non-cooperation or non-violent resistance against the British. Big C Context Little C Context All society is held together by non-violence, as the earth is held together in her position. What is happening today is a disregard of the law of non-violence and the enthronement (provide power and authority) of violence as if it were an eternal (forever) law It is not non-violence if we merely love those that love us. It is non-violence only when we love those that hate us. I know how difficult it is to follow this grand law of love. But are not all great and good things difficult to do? Love of the hater is most difficult of all. Non-violence is the weapon of the strong Fear and love are contradictory terms. Love is reckless (foolish) in giving away, oblivious (not aware) as to what it gets in return. Love wrestles with the world and ultimately gains a mastery over all other feelings. Answer these questions in your notebook: 1. What strategy is Gandhi supporting in this document? How does he think that India should fight back against the British? (List at least 2 specific things from your HW) 2. What is Gandhi saying when he states, It is not non-violence if we merely love those that love us. It is non-violence only when we love those that hate us. What would this look like with India and England? 3. Taking into account the context of the time period and everything the British have done to the Indians, would you support Gandhi s philosophy? Why or why not? Refer to AT LEAST 2-3 pieces of context in your answer!!!

Name: Section: Unit #5 Imperialism World Studies I Ho Chi Minh on fighting a war of independence against the French: Source: Ho Chi Minh describes the possibility of war with the French for Vietnamese independence to an American journalist in the 1940s. Ho Chi Minh was a member of the Communist party, which led revolts and strikes against the French and Japanese. Ho Chi Minh was exiled by the French for his role in the Vietnamese independence movement, but then returned to Vietnam in 1941 when Japan controlled the colony. Big C Context Little C Context No it would not be hopeless. It would be hard, desperate, but we could win. We have a weapon every bit as powerful: nationalism! Do not underestimate its power. You Americans above all ought to remember that a ragged band of barefoot farmers defeated the pride of Europe s best armed forces It will be a war between an elephant and a tiger If the tiger ever stands still the elephant will crush him with his mighty tusks. But the tiger does not stand still. He lurks (sneaks around) in the jungle by day and emerges (comes out) by night. He will leap upon the back of the elephant, tearing huge chunks from his side, and then he will leap back into the dark jungle. And slowly the elephant will bleed to death. That will be the war of Indochina (Vietnam). Answer these questions in your notebook: 1. In this reading, the elephant and the tiger are symbols. Which countries do they symbolize? 2. What strategy is Ho Chi Minh supporting in this document? How does he think that Vietnam should fight back against the French & Japanese? 3. Think about everything that you brainstormed about context. Based on this information about Vietnam and France, do you think that Ho Chi Minh s strategy will succeed? Why or why not?

Name: Section: EXIT SLIP What would Gandhi & Ho Chi Minh do? Think back to the warm up. The scenario at Summit was that: Teachers gave 5 hours of HW EVERY night The school day ended at 5 pm You are ALL required to come to school on Saturday You couldn t even eat lunch or have any breaks! Now, based on what you know about Gandhi s and Ho Chi Minh s philosophies, write down what THEY would say to Summit students in response to the scenario in the warm up. Make sure to use the vocabulary words in the box below. Non-violent resistance Strike Boycott Violent resistance Guerrilla warfare Civil Disobedience GANDHI = HO CHI MINH = Name: Section: EXIT SLIP What would Gandhi & Ho Chi Minh do? Think back to the warm up. The scenario at Summit was that: Teachers gave 5 hours of HW EVERY night The school day ended at 5 pm You are ALL required to come to school on Saturday You couldn t even eat lunch or have any breaks! Now, based on what you know about Gandhi s and Ho Chi Minh s philosophies, write down what THEY would say to Summit students in response to the scenario in the warm up. Make sure to use the vocabulary words in the box below. Non-violent resistance Strike Boycott Violent resistance Guerrilla warfare Civil Disobedience GANDHI = HO CHI MINH =

A Vindication of the Rights of Woman, by Mary Wollstonecraft, 1792 A Vindication of the Rights of Woman, published by the English writer and reformer Mary Wollstonecraft in 1792, is one of the earliest essays challenging the position of women. She was influenced by and challenged the ideas of other Enlightenment thinkers who focused on the natural rights of men. The Primary Source: A Vindication of the Rights of Woman I have sighed when obliged to confess that either nature has made a great difference between man and man or that the civilization which has hitherto taken place in the world has been very partial. I have turned over various books written on the subject of education, and patiently observed the conduct of parents and the management of schools; but what has been the result? a profound conviction that the neglected education of my fellow creatures is the grand source of the misery I deplore; and that women, in particular, are rendered weak and wretched by a variety of concurring causes, originating from one hasty conclusion. The conduct and manners of women, in fact, evidently prove that their minds are not in a healthy state; for, like the flowers which are planted in too rich a soil, strength and usefulness are sacrificed to beauty; and the flaunting leaves, after having pleased a fastidious eye, fade, disregarded on the stalk, long before the season when they ought to have arrived at maturity. One cause of this barren blooming I attribute to a false system of education, gathered from the books written on this subject by men who, considering females rather as women than human creatures, have been more anxious to make them alluring mistresses than affectionate wives and rational mothers;... the civilized women of the present century, with a few exceptions, are only anxious to inspire love, when they ought to cherish a nobler ambition, and by their abilities and virtues exact respect.... Yet, because I am a woman, I would not lead my readers to suppose that I mean violently to agitate the contested question respecting the equality or inferiority of the sex; but... I shall stop a moment to deliver, in a few words, my opinion. In the government of the physical world it is observable that the female in point of strength is, in general, inferior to the male. This is the law of nature; and it does not appear to be suspended or abrogated [abolished] in favor of woman. A degree of physical superiority cannot, therefore, be denied and it is a noble prerogative [right]! But not content with this natural preeminence, men endeavor to sink us still lower, merely to render us alluring objects for a moment; and women,... do not seek to obtain a durable interest in [men s] hearts, or to become the friends of the fellow creatures who find amusement in their society. I am aware of an obvious inference: from every quarter have I heard exclamations against masculine women; but where are they to be found? If by this appellation [name] men mean to inveigh [protest] against their ardor in hunting, shooting, and gaming, I shall most cordially join in the cry; but if it be against the imitation of manly virtues, or, more properly speaking, the attainment of those talents and virtues, the exercise of which ennobles the human character, and which raise females in the scale of animal being, when they are comprehensively termed mankind; all those who view them with a philosophic eye must, I should think, wish with me that they may every day grow more and more masculine. Source: Barbara H. Solomon and Paula S. Berggren, eds., A Mary Wollstonecraft Reader (New York: New American Library, 1983), 267 269.

March on Washington Document Set Document A Photographs of the March on Washington, August 28, 1963. Source: These were taken by various news organizations.

Document B Walking with the Wind: A Memoir of the Movement. By John Lewis. 1998 The day of the march we met for breakfast, then went as a group to Capital Hill to pay a call on congressional leaders. These were quick, cordial sessions, nothing substantial, simply courtesy calls arranged early in the morning so we would have plenty of time to make it over to the Lincoln Memorial for the beginning of the event. But while we were still at the Capital, word came that the march had begun without us. The crowds, we were told, had already begun surging up Independence and Constitution Avenues toward the reflecting pool and the Lincoln Memorial. My God, they re going, said Bayard Rustin, chief organizer of the March on Washington, as we stepped outside the Capital to see masses of people moving down the streets. We re supposed to be leading them! We rushed down to join them. The cars that had carried us from the hotel attempted to get us over to the Lincoln Memorial, but the crowds were too thick. We were surrounded by a moving sea of humanity, tens of thousands of people pouring out of Union Station, filling Constitution Avenue from curb to curb. It was truly awesome, the most incredible thing I d ever seen I my life. I remember thinking, There goes America. We were supposed to be the leaders of the march, but the march was all around us, already taking off, already gone. So we climbed out of the cars, joined hands and began walking. This was the classic pose of so many marches, the leadership walking hand in hand or arm in arm in front of the people. This was always interesting to see the jockeying that often took place, the push to be in the middle, to be next to this person or that. It s natural, I guess. People want to bee seen, to be photographed. In this case, some people wanted to be as close as possible to A. Phillip Randolph, the head of the March on Washington, who was the focal point this day. Even Dr. King was pushed toward the side. As for me, I would end up at the end, which I m sure made Jim Forman (the head of SNCC) furious. A spot was cleared so the photographers could shoot pictures, and some of those photos ran in the newspapers the next day as if we were in front of the march. But we couldn t even see the front. As people turned and recognized us, they began clearing the way and sweeping us along from behind, and that s how we came to the Lincoln Memorial, the leaders being pushed along by the people as it should be. Source: John Lewis was a founding member of SNCC (Student Non-Violent Coordinating Committee). He is currently a Representative to the U.S. House of Representatives from Atlanta, Georgia

Document C Photographs of the March on Washington, August 28, 1963. Source: These were taken by various news organizations.

Document C Photographs of the March on Washington, August 28, 1963. Source: These were taken by various news organizations.

Document D Program for the March on Washington Source: Thousands of these were made for the crowd that topped 250,000 people.

Document E Speech by Malcolm X in Detroit, Michigan on November 10, 1963 The Negros were out there in the streets. They were talking about how they were going to march on Washington, march on the Senate, march on the White House, march on the Congress, and tie it up, bring it to a halt, not let the government proceed. They even said they were going out to the airport and lay down on the runway and not let any airplanes land. I m telling you what they said. That was a revolution. It scared the white man to death, scared the white power structure in Washington, D.C. to death; I was there. When they found out that this black steamroller was going to come down on the capital, they called in these Negro leaders that you respect and told them, Call it off, President Kennedy said. Look, you all are letting this go too far. And Old Tom said, Boss, I can t stop it because I didn t start it. I m telling you what they said. They said, I m not even in it, much less at the head of it. These Negros are doing things on their own. They re running ahead of us. Kennedy said, If you all aren t in it, I ll put you in it. I ll put you at the head of it. I ll endorse it. I ll welcome it. I ll help it. I ll join it. This is what they did with the March on Washington. They joined it, became part of it, took it over. And as they took it over, it lost its militancy. It ceased to be angry, it ceased to be hot. No, it was a sellout. They controlled it so tight, they told those Negroes what time to hit town, where to stop, what signs to carry, what song to sing, what speech they could make, and what speech they couldn t make, and then told them to get out town by sundown. Source: While a member of the Nation of Islam, Malcolm X promoted racial separatism rather than integration with whites. He also supported self-defense rather than nonviolence.

Document F Secret tape-recorded meeting from the White House on August 28, 1963. President Kennedy, Roy Wilkins (Head of the NAACP), A. Philip Randolph (Head of March on Washington), Martin Luther King Jr. (head of SCLC), and others. Roy Wilkins: (talking to Kennedy) You made the difference. You gave us your blessing. We think it changed the character of it. It was one of the prime factors in turning it into an orderly protest to help our government rather than a protest against our government. And we I think you ll agree that was psychologically important. And the mood and attitude of the people there today pleased all of us without exception. [edit] We think today s demonstration, if it did nothing else, and I think this was the principal thing it did, showed that people back home, from the small towns, big cities, the working people, men who gave up two-day s pay, three-day s pay, paid thiry and forty and fifty and a hundred dollars, who flew from Los Angeles at $300 round-trip to come here. It means that they and not Martin Luther King or Roy Wilkins or Whitney Young or Walther Reuther have dreamed up this civil rights business. They feel it in their hearts enough to come here and show, by their presence, to you and to the Congress that what they hope their government will do. It fell to my lot, sir, in this afternoon of superlative oratory [speeches], to be the one to deal rather pedantically and pedestrianly [dully and laboriously] with the hard business of legislation. And the other gentlemen were free to soar into the wild blue yonder and they did so soar. But I dealt with the legislation and, of course, this must be of concern to you. We would like to see included in your package, which is now being considered by the House Judiciary Committee, and FEPC [Fair Employment Practices Committee] bill for the reasons that all of us outlined in all of our speeches, more eloquently by Walther [Reuther] and by Philip Randolph because they are so familiar with the labor field. But all of us realize that the Negro is terribly underemployed, and while we do not hope and do not believe that an FEPC bill will correct all of this, it will help to relieve some of the tension. It will open up some opportunities, and best of all, it will arouse a hope that if they do qualify, race, and religion, and nationality will not act to bar them from the job. Source: The Kennedy Tapes were secret tape-recorded meetings in the White House. Thousands of hours of meetings were taped and only the President knew they were recorded. He most likely taped meetings in order to write his memoirs [autobiography] after he was President.

Document G Speech by John Lewis at the March on Washington, August 28, 1963. We march today for jobs and freedom, but we have nothing to be proud of, for hundreds and thousands of our brothers are not here. They have no money for their transportation, for they are receiving starvation wages, or no wages at all. In good conscience, we cannot support wholeheartedly the Kennedy administration s civil rights bill. There s not one thing in the bill that will protect our people from police brutality. The revolution is at hand, and we must free ourselves of the chains of political and economic slavery. The nonviolent revolution is saying, We will not wait for the courts to act, for we have been waiting for hundreds of years. We will not wait for the President, Justice Department, nor Congress, but we will take matters into our own hands and create a source of power outside of any national structure, that could and would assure us victory. To those who have said, Be patient and wait, we must say that patience is a dirty and nasty word. We cannot be patient, we do not want to free gradually. We want our freedom, and we want it now. We cannot depend on any political party, for both the Democrats and the Republicans have betrayed the basic principles of the Declaration of Independence. Source: John Lewis was the youngest speaker (23 years old) at the March on Washington. The Kennedy administration and some of the more conservative members of the March on Washington objected to some of John s language in his speech. To maintain unity and as a gesture of respect for A. Phillip Randolph, John agreed to edit some elements of his original speech. Cut were the words that criticized the President s bill as being too little and too late. Lost was the call to march through the heart of Dixie, the way General Sherman did. Gone was the question asking, Which side is the federal government on? The word cheap was removed to describe some political leaders.

US History Name: March on Washington Part 1 Brainstorm 2 minutes What do you know about the 1963 March on Washington? Anything and everything, no matter if its right or wrong, just write whatever you think you know about it. Part 2 Textbook Corroboration 1. What details are mentioned to describe the March on Washington by the textbook excerpt? 2. Source the textbook excerpt (title of book, year published, publishing company, country of publication). 3. Do your consider the textbook excerpts reliable? Why or why not? Part 3 - Historical Question: Doc A News photographs How reliable is this source? Why? 1=very reliable 4 = completely unreliable What is the true story of the March on Washington? Doc B John Lewis s book

Doc C News photographs Doc D Program for the March on Washington Doc E Malcolm X speech Doc F Kennedy Tape Doc G John Lewis speech What details about the March on Washington should be added to the textbook excerpt you read earlier?

What Does Text Complexity Mean for English Learners and Language Minority Students? Lily Wong Fillmore, University of California, Berkeley Charles J. Fillmore, University of California, Berkeley Text Complexity and Academic Language We begin with questions that educators throughout the U.S. should be asking. What will the more demanding complex texts implied by the Common Core State Standards (CCSS) mean for those students who are already having trouble with existing standards? This group includes English learners (ELs), and also the language minority students (LMs) i who speak English only, but not the variety that is valued and promoted in the society s schools. What will the CCSS mean for the educators who work with these students? The students are unaware of what the changes in standards will mean for them, but teachers are not, and they are worried. How can they be expected to help their students handle materials that are more demanding than what already seems difficult enough? This worry is justified. A glance at current efforts to map the CCSS onto curriculum, or at the design of sample units, suggests that there is little understanding in our community of the role played by language in the process of attaining literacy. Where any attention is given to language at all, the focus is on vocabulary, and that at the level of individual words. We will argue that the problems English learners and language minority students are experiencing stem at least partly from educators failure to recognize the role played by language itself in literacy. Given the language diversity in our schools and in our classrooms, any effort to make the CCSS attainable for these and many other students must go beyond vocabulary, and should begin with an examination of our beliefs about language, literacy and learning. In ways that appear to be little understood, even by literacy experts, the language used in complex texts of the type students should be reading in school is different in numerous ways from the language of ordinary talk. Differences in vocabulary, the easiest to see, make up only a part of it. Linguists and language analysts ii who have studied the language of academic texts have identified grammatical structures and devices for framing ideas, indicating relationships, and structuring arguments, that create substantial differences between spoken and written language. The language used in complex texts differs enough from the English familiar to most students that it constitutes a barrier to understanding when they first encounter it in the texts they read in school. This becomes critical in the fourth grade and beyond when the texts children read take Stanford University 1

on a different pedagogical function. Texts through the third grade are meant to teach children how to read, so they are composed using simple sentence patterns, decodable words and selected high-frequency words that are meant to be learned by sight, and they are accompanied by pictures that support an understanding of what the texts are about. Since the texts have minimal responsibility in bearing the meaning, they tend to lack the richness, depth and complexity found later. From the fourth grade on, however, the texts themselves have a new purpose: children are supposed to have completed the process of learning to read, and are ready to begin reading to learn, as the saying goes. Reading becomes a means for learning subject matter, and texts at that point become pedagogical tools: they convey information to be read, studied and learned in such school subjects as literature, science, social studies and math. Given these new functions, texts cannot remain simple for long. To communicate complex ideas and information calls for the lexical and grammatical resources of mature discourse students must master these if they are to succeed in school and career. How do children learn such language? Ordinarily, language learning happens when learners come into close and frequent contact with speakers of the target language, and efforts are made both by the learners and target language speakers to communicate by use of that language. But interactional opportunities with speakers are seldom if ever available for the learning of academic language. It is highly unlikely that students, even mainstream English speakers, will find conversation partners who are inclined to interact with them in such language. In fact, very little of the language spoken by teachers in the classroom, even during explicit instruction, qualifies as instances of this register, as one discovers by studying transcripts of instructional events in classrooms. iii To further complicate matters, we would argue that academic language cannot be taught as a separate school subject, either, at least not in the way one might teach a language like English, Spanish or French. So where and how are students to learn this kind of language? There is only one way to acquire the language of literacy, and that is through literacy itself. Why? Because the only place students are likely to encounter these structures and patterns is in the materials they read. And that is possible only if the texts they read in school are written in such language. Complex texts provide school-age learners reliable access to this language, and interacting with such texts allows them to discover how academic language works. Herein lies a major problem for English learners and language minority students. One of the biggest roadblocks to learning is that they never get a chance to work with complex texts. Why would that be a problem? Simply put, the easy texts schools give to ELs and LMs given prophylactically as a safeguard against failure actually prevent them from discovering how language works in academic discourse. Simplified texts offer no clue as to what academic language sounds like or how it works. We will comment on the kind of help ELs and LMs need in order to work with complex texts, after we take a look at some samples of the language of academic discourse to see what it involves. Stanford University 2

Powerfully Complex Texts: An Exemplar So what are the linguistic characteristics of academic texts? An answer can be found by looking at the texts listed in the CCSS documents as exemplars of what students should be reading in grades 4-5 and above. (Exemplars can be found in grades K-3 texts, but mostly in those listed as read-alouds.) As we would expect from the CCSS s staircase of complexity, examples of complex texts can most readily be found in materials listed for grades 6-8 and above. Consider, for example, Martin Luther King s Letter from Birmingham Jail (hereafter, Letter) included as a reading for Grades 9-10. It is demanding and complex, both linguistically and in its historical and philosophical content. The Letter does not have abstruse vocabulary or complicated grammar when compared to more specialized discourse or to stylistic tendencies of an earlier era. iv Yet its linguistic demands are substantial. The study of any part of this text would result in a fairly comprehensive inventory of the basic communicative and grammatical characteristics of academic discourse. In what follows, we ll use small pieces of this text to explicate what ELs and LMs and their teachers face more generally. A quick look at the Letter s first two paragraphs reveals some key features of such writing. In these paragraphs, King responds to the charge in the white clergymen s published statement v that the black community s demonstrations were unwise and untimely, and were led and directed by outsiders. WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities unwise and untimely. Seldom, if ever, do I pause to answer criticism of my work and ideas. If I sought to answer all of the criticisms that cross my desk, my secretaries would be engaged in little else in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and your criticisms are sincerely set forth, I would like to answer your statement in what I hope will be patient and reasonable terms. I think I should give the reason for my being in Birmingham, since you have been influenced by the argument of outsiders coming in. I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliate organizations all across the South, one being the Alabama Christian Movement for Human Rights. Whenever necessary and possible, we share staff, educational and financial resources with our affiliates. Several months ago our local affiliate here in Birmingham invited us to be on call to engage in a nonviolent direct-action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promises. So I am here, along with several members of my staff, because we were invited here. I am here because I have basic organizational ties here. Beyond this, I am in Birmingham because injustice is here 1 1 Full text of this letter can be found at <http://mlk- kpp01.stanford.edu/index.php/resources/article/annotated_letter_from_birmingham/#birmingham> Stanford University 3

These paragraphs illustrate a hallmark of academic writing: informational density. Virtually every phrase and clause tells a story, or provides a crucial piece of information regarding the circumstances leading to King s being in Birmingham. The informational load is in fact even greater than the sum of the individual parts because there are phrases that carry layered messages. The first paragraph begins with an adverbial clause which ostensibly reveals nothing more than where King was when he came across the clergymen's statement "While confined here in the Birmingham city jail ". The subtext is a rebuke He could not have just come across the statement while flipping through the newspaper; he was locked up, his freedom curtailed. But it was also a rebuttal to the suggestion that honest and open negotiation was even possible in a situation where a man could be jailed for exercising his constitutional right to free speech. The second sentence, beginning with a fronted two-part negative time adverbial requiring an auxiliary verb before the subject ( seldom, if ever, do I pause to answer criticism of my work ), implies that writing such a letter would ordinarily be seen as an interruption of work that should not be interrupted; under the circumstances, he has time to respond. The third sentence is a counterfactual conditional sentence explaining why this is usually impossible: If I sought to answer all the criticisms [which I do not], important work would not get done. The fourth sentence begins with a long subordinate clause that assumes (or pretends to assume) good will and sincerity on the part of the critics, and continues with an expression that includes what is functionally a kind of parenthetical ( I would like to answer your statement in what I hope will be patient and reasonable terms ). The second paragraph takes on the charge that MLK is an intruding outsider, someone who doesn t belong in their community. He explains that he has legitimate reasons for being in Birmingham, and that his organization has affiliates throughout the southern states, and he ends this paragraph, and begins the next one, with several repetitions of here and because : I am here because we were invited here, I am here because I have organizational ties here, I am in Birmingham because injustice is here. A closer look at some of the phrases and clauses in these paragraphs reveals a frequently exploited grammatical device for packing information into texts: heavy noun phrases, phrases headed by nouns (NPs), which are modified or expanded by phrases and clauses before (prenominally) and after (post-nominally) the head noun itself. The grammar of English allows multiple pre- and post-modifiers to be packed into NPs, all of which adds information to the meaning of the head noun itself. Here in bracketed notation are two such heavy NPs, with the head nouns underlined (preposition phrases are labeled, PP; relative clause constructions by RC): NP[your recent statement RC [calling our present activities "unwise and untimely"]]. NP[some eighty-five affiliate organizations PP [all over the South], RC [one being the Alabama Christian Movement for Human Rights.]] Stanford University 4

Elaboration of nouns is extremely frequent in informational and expository prose (60% of nouns are so elaborated), but is relatively rare in spoken language (15%, by one account). vi Prenominal modifiers (quantifiers and adjective phrases) are used slightly more often than postnominal modifiers (prepositional phrases and relative clause constructions). This kind of text includes instances of NPs where both pre- and post-nominal modifiers appear as in the two examples above. vii These are very rare in spoken language. The next sentence, It is easy for those who have never felt the stinging darts of segregation to say Wait, introduces a metaphor the stinging darts of segregation. It is followed by a 310- word sentence that begins with the word, But. What follows is a cascade of when-clauses, piling up reasons for understanding why King and any sensible person would find it difficult to wait. The signers of the newspaper statement, all white, are being asked to imagine themselves sharing the experiences of black Americans, and then to imagine their willingness to be patient. In the display below, the individual clauses are truncated to make it easy to see the whole. (The full sentence is in Appendix A.) But when you have seen when you have seen when you see when you suddenly find when you have to concoct when you take a cross-country drive and find when you are humiliated when your first name becomes when you are harried when you go forever fighting then you will understand why we find it difficult to wait. Within this litany are phrases that emphasize the unending nature of the suffering: night after night, day in and day out, harried by day and haunted by night, never knowing what to expect, forever fighting. This sentence deserves to be examined phrase by phrase, but it is also important for the reader to appreciate the cadence of the list of grievances, followed by the conclusion, THEN you will understand. Readers who have gone through the Declaration of Independence will see a similarity between the two documents, but King s list is one that asks the bishops and rabbis to imagine seeing the things Black people have seen, having the experiences they have had; in Thomas Jefferson s case, it is a list of intolerable acts by the British king: He has plundered our seas, ravaged our coasts, burnt our towns, and destroyed the life of our people. Stanford University 5

A Strategic Approach: Looking Closely at Language in One Sentence at a Time Could English learners and language minority students handle the complexity of the Letter? It would be a demanding text for any student, but especially for ELs and LMs. Could they handle it? Not on their own as David Coleman has argued, it is a text that demands close and thoughtful reading and discussion. viii We would add that the language demands are such that many students, but especially English learners, need instructional support from teachers to discover how to gain access to the ideas, concepts, and information that are encoded in the text. Note that we do not say that students need to learn the grammatical and linguistic terms we use in explicating the examples above. Rather, they need to learn how to gain access to the ideas encoded in this complex language. Over the past 5 years, one of us (LWF) has worked with educators in several cities (New York City, Denver, and Beaverton, OR) to develop a method for providing K-12 students with the instructional support they need to get such access, and to enable them to learn how language works in complex texts. It begins with close readings of complex texts related to topics in science and social studies in elementary and middle school, and in history and English literature in high school. The work began as a strategy for restarting the stalled efforts of English learners in NYC who were having trouble moving beyond intermediate-level English proficiency. At the heart of the strategy (which had many components) was a daily instructional session in which teachers led students in a discussion focused on a single sentence drawn from the text the class was working on. The goal of these conversations was to help students learn to unpack the information so tightly packed into academic texts, and in so doing, gradually internalize an awareness of the relation between specific linguistic patterns and the functions they serve in texts. It begins with the selection of a sentence for each day s conversation, the best being one that is so complex it begs for explication, is grammatically interesting, and is focused on an important point in the passage. Examining One Sentence Closely... After the Letter had been published, King tacked on a kind of preamble for further publications of it, explaining what he describes as the somewhat constricted circumstance under which it was written. ix Let s consider how this sentence could be used: Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. An examination of this sentence shows three different clauses and the way in which they are organized into a complex sentence. The subject of the sentence is the letter, and the three clauses all express, in passive voice, facts about the letter s creation: how it was begun, continued, and concluded. Superficially this sentence informs the reader about the paper on which the letter was written what could be Stanford University 6

more trivial? but when we see the details it becomes clear why we think the description under somewhat constricting circumstance was a staggering understatement. Each of the verbs begun, continued, and concluded is followed by the preposition on and a description of the writing paper and how he had access to it. We can see how elaborations of the NPs add further specifications of what is being identified by imagining a dialogue suggested by the bracketed questions in the right column (and which could usefully serve as conversational starters in an instructional conversation that begins to delve into this sentence): Begun on the margins [THE MARGINS OF WHAT?] of the newspaper [WHAT NEWSPAPER?] in which the statement appeared [WHEN WAS THAT?] while I was in jail, the letter was continued on scraps [SCRAPS OF WHAT?] of writing paper [WHERE DID THAT COME FROM?] supplied [BY WHOM?] by a friendly Negro trusty, and concluded on a pad [WHERE DID HE GET THAT?] my attorneys were eventually permitted to leave me. [WHO PERMITTED THEM TO LEAVE IT FOR HIM?] There is a lot of material here to support a classroom conversation about why King s situation was more than a somewhat constricting circumstance. King was allowed to see a copy of the newspaper in which his fellow clergymen urged him to slow down, but he had to use the blank spaces in the paper to start his letter; a fellow prisoner brought him scraps of writing paper to continue; and his attorneys were eventually permitted to give him a writing pad. That phrase alone gives readers a sense of the kind of world it is, one in which being in jail means you are denied even paper to write on. The phrases and words as arrayed above provide a clear canvas for teachers to bring students attention to structure, and the way it carries meaning in complex texts like this one. For example, each verb in the sentence above is followed by a phrase starting with the preposition on, a phrase that describes the paper King used to write and rewrite his Letter. Each phrase ends with a modifier each a different example of a grammatical structure that is central to academic writing: the relative clause. The first one (the newspaper in which the statement appeared), contains a relative pronoun, which. The second one (scraps of paper supplied by a friendly Negro trusty) is sometimes called a reduced relative because it is missing the relative pronoun which and an auxiliary verb (scraps of paper (which were) supplied by...). The third is Stanford University 7

a so-called bare relative, because it is missing the relative pronoun which. x Some might see these details as beside the point: why waste time with discussions of traditional grammar? Our experience tells us that these labels can give EL and LM students a sense of purchase on the complexity that confronts them, and that they relish the naming and the details of the important constructions. Consider, for example, fourth graders at a Queens elementary school on parent visiting night, xi eagerly showing their parents relative clauses in sentences posted on the board, based on their discussions of juicy sentences with such structures through the year. The instructional conversations focus on sentences drawn, each day, from the part of the text the class is working on. These conversations require planning and thought. Preparation begins with a close examination of the focal sentence by the teacher, not necessarily in the linguistic detail shown above, but phrase by phrase to identify the information conveyed in each. Conversational starters, ideally in the form of open-ended questions or prompts, rather than ones seeking specific answers as in our analysis, are drawn up to get the discussion started. For example: MLK comments that his Letter had been written under a somewhat constricting circumstance. What does this sentence tell us about that circumstance? Can we tell from this sentence how the clergymen's statement affected MLK when he first read it? Which part of the sentence tells us that? Explain why you think that. Questions Going Forward: Is there any evidence that this approach works? How much time should these conversations take? Are students willing participants? Does it have any effect? We have not had time to conduct formal research on the effectiveness of the approach, but teachers and administrators in the participating schools are convinced that the approach works, enough so that they have decided to use it for all students, and not just for ELs and LMs. That decision was prompted, not only by the increased numbers of ELs passing New York s English language proficiency test, but by ELs actually outperforming non-el students in the ELA test that is given each year at lab sites, and by increased percentages of students passing the Regent s Global History test after teachers at our high school lab sites began working on language in their classes. But how can 15 to 20 minutes spent discussing the language in just one sentence each day have such a great effect? That s hardly enough time to make any difference at all, one might argue. And yet, it did. After participating in these instructional events for a time, the students behave as if they have been let in on a big secret how to make sense of things that did not Stanford University 8

make much sense before. That doesn t mean they have mastered the intricacies of academic language yet, but knowing that they need to notice how language is used in text is the first step. We are sufficiently convinced, in large part by the success we have seen in schools, to recommend the approach to other educators who are trying to find ways to make the CCSS work for all students, including English learners and language minorities. This will require a focus on professional development to support teachers work with the structures in powerful texts, but that's another paper. Stanford University 9

APPENDIX A Excerpt from Martin Luther King, Jr. Letter from Birmingham Jail We have waited for more than 340 years for our constitutional and God-given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse-and-buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, Wait. But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate-filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six-year-old daughter why she can t go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an unconscious bitterness toward white people; when you have to concoct an answer for a five-year-old son who is asking: Daddy, why do white people treat colored people so mean? ; when you take a cross-country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading white and colored ; when your first name becomes nigger, your middle name becomes boy (however old you are) and your last name becomes John, and your wife and mother are never given the respected title Mrs. ; when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance, never quite knowing what to expect next, and are plagued with inner fears and outer resentments; when you go forever fighting a degenerating sense of nobodiness then you will understand why we find it difficult to wait. There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged into the abyss of despair. I hope, sirs, you can understand our legitimate and unavoidable impatience. Retrieved from The Martin Luther King, Jr. Research and Education Institute Web Site, 13 December 2011. <http://mlk-kpp01.stanford.edu/index.php/resources/article/annotated_letter_from_birmingham/#birmingham> ENDNOTES i The students we are referring to as language minorities include American Indian, Alaskan natives, Latino students, and African Americans, who come from homes or communities where heritage languages are spoken, but the students themselves speak only English. Their English, however, is different enough from the standard variety on which academic discourse is based, to require instructional help getting access to the language of complex texts. The tendency in our schools when these students have literacy problems has been to see them as stemming from deficiencies in vocabulary and skills. ii See especially: Biber, D., Johansson, S., Leech, G., Conrad, S., & Finnegan, E. (1999). Longman Grammar of Spoken and Written English. Pearson Education Limited. Chafe, W., & Tannen, D. (1987). The relation between written and spoken language. Annual Review of Anthropology, 16, 383-407. Flower, L. (1990). The role of task representation in Reading-to-Write. In L. Flower, V. Stein, J. Ackerman & M. Kantz (Eds.), Reading-to-Write: Exploring a Cognitive and Social Process (35-74). Oxford and New York: Oxford University Press. Halliday, M. A. K. (1993). Toward a language-based theory of learning. Linguistics and Education, 5 (2), 93-116. Schleppergrel, M. (2004). The Language of Schooling: A Functional Linguistics Perspective. Routledge. iii See, for example, transcripts of TIMSS science lessons which can be accessed online at the (http://timssvideo.com/) iv If an example of what we mean would be useful, try this, from H. D. Thoreau's On Walden Pond: The ancient philosophers, Chinese, Hindoo, Persian, and Greek, were a class than which none has been poorer in outward riches, nor so rich in inward. Or this, from P. B. Shelley: That the frequency of a belief in God (for it is not universal) should be any argument in its favor, none to whom the unnumerable mistakes of men are familiar, will assert (from A Refutation of Deism, 1814). v Statement by Alabama Clergymen, 12 April 1963. Retrieved from Stanford University Website, November 10, 2011. http://www.stanford.edu/group/king//frequentdocs/clergy.pdf Stanford University 10

vi Biber, et al. (1999. LGSWE (578). Note: What we are calling informational and expository corresponds to what is described in LGSWE as academic prose & news writing. vii There are many other grammatical means by which information can be packed into sentences, but in the interest of space, we have had to limit ourselves to a discussion of NPs. We would like to have discussed how the use of adverbial phrases and clauses tacked onto the main clause in sentences add information concerning the circumstances, reasoning behind, or the writer s stance on what is communicated by the main clause. The forms they can take (adverbs, preposition phrases, clauses), and the many places they can be inserted (preceding and following the main clause, and at virtually every interstice of phrases and clauses) make them the most varied and ubiquitous structures in this kind of written language. viii "Bringing the Common Core to Life" April 28, 2011 webinar. http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html ix This was added to the Letter after its initial publication: *AUTHOR'S NOTE: This response to a published statement by eight fellow clergymen from Alabama (Bishop C. C. J. Carpenter, Bishop Joseph A. Durick, Rabbi Hilton L. Grafman, Bishop Paul Hardin, Bishop Holan B. Harmon, the Reverend George M. Murray, the Reverend Edward V. Ramage and the Reverend Earl Stallings) was composed under somewhat constricting circumstance. Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Although the text remains in substance unaltered, I have indulged in the author's prerogative of polishing it for publication. (http://abacus.bates.edu/admin/offices/dos/mlk/letter.html; retrieved 12/31/11) x Notice that both of the last two relative clauses contain passives. A sentence like this one should be remembered when a young writer receives advice about avoiding passive sentences at all costs. xi P.S. Q-002. The school had been involved in this work on academic language development for ELs less than a year when this observation was reported. Teacher of the fourth grade class, Ms. Olga Dourmas. The Understanding Language Initiative would like to thank the Carnegie Corporation of New York and the Bill and Melinda Gates Foundation for making this work possible. For more information about this paper, please contact UnderstandingLanguage@stanford.edu Understanding Language Stanford University School of Education 485 Lasuen Mall Stanford, CA 94305-3096 ell.stanford.edu Stanford University 11

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English Learners and Reading Comprehension: Text Organization in History by Phyllis Goldsmith and Tuyen Tran, Ph.D. Phyllis Goldsmith has co-directed the UC Berkeley History-Social Science Project since 2002 and was an ELD and Spanish Bilingual teacher in Oakland Unified for 15 years. She develops workshops and curriculum on planning, literacy and assessment strategies to promote academic equity for all students. She was awarded San Mateo County Reading Association s Celebrate Literacy Award for 2010-2011. Tuyen Tran is the assistant director of the California History-Social Science Project at UC Davis. As a graduate student researcher and teacher coach, Dr. Tran worked with the UC Berkeley California History- Social Science Project from 2002-2006. She received her Ph.D. in History from the University of California, Berkeley in 2007. Introduction History is primarily a text-based discipline. To comprehend history texts and access content, English learners (ELs) and low-literacy students need English language support. History textual sources, both primary and secondary, are often dense, have multiple forms of text organization, and use complex noun phrases (or nominalizations). They are often challenging for all students to comprehend but especially for English learners. This, however, should not deter teachers from incorporating history texts as part of instruction. Teachers can increase students reading comprehension and content knowledge by equipping themselves with a variety of reading strategies and analysis tools that support language development. Teacher modeling, guided practice of literacy strategies, pre-reading, annotations, asking questions of texts, explicit and in-context vocabulary activities, and carefully structured sentence and paragraph writing scaffolds are some examples of effective practices. The California History-Social Science Project (CHSSP) has developed a number of reading strategies that help students examine history texts closely. In this article, we demonstrate one such reading comprehension strategy for text organization, or the structure of texts. In history, types of text organization include cause and effect, chronology (series of events), compare and contrast, and argument/thesis. Descriptions and definitions can also be found embedded in history texts. Text organization reading strategies also illustrate the distinct ways in which verbs, conjunctions, adjectives, and adverbs are employed in history texts, which help students learn the functions of language to construct meaning (Schleppegrell, 2004). This disciplinary skill is important to learning both history and the English language. The Importance of Content Literacy Providing English learners the means to learn history content with English language development strategies is supported by current research. There is a growing consensus among policymakers and education specialists that content literacy is criti- Text Organization in History for Comprehension / Goldsmith & Tran 57

cal to English language development (Saunders & Goldenberg, 2010; August & Shanahan eds., 2006; Heller & Greenleaf, 2007; Shanahan et al., 2008). Rather than segregating English learners for specialized training in English language proficiency that is divorced from the content areas, education researchers encourage teachers to modify classroom instruction to meet the needs of all learners (Goldenberg, 2008). To succeed academically, English learners must have access to mainstream instruction that integrates language as a vehicle for learning academic content and learning about the world (Olsen, 2010, p.19). The U.S. Department of Education s 2010 ESEA reauthorization proposal urged states to revise their English Language Proficiency (ELP) standards to align them with their content standards, thus ensuring that the standards address the English skills students need to learn academic content (U.S. Department of Education, 2010, Organizational Pattern: Chronology, chain of events Cause and effect When, then If, then Compare/contrast Debate/perspectives/message Argument development: Thesis/evidence/analysis Descriptive/definitional Signal Words: Figure 1. Expository Text Organizational Patterns Chart p.3). Moreover, the new Common Core State Standards (http://corestandards.org/) prioritizes an increased concentration on academic literacy in all the content areas. Text Organization Instruction Students trained in understanding how texts are organized have deeper reading comprehension. When students learn patterns of text organization, they learn language structures to analyze and connect information and a discipline s methodology for constructing arguments. As a result, students become better readers of history texts. They will be efficient and effective in identifying the main constructs of history texts thesis, supporting evidence, and conclusions. Students can be taught how to recognize organizational patterns by identifying the signal words Action verbs: Signal words: first, second, next, finally, subsequently, afterwards, until, previously, before, until, during Mixed verbs: (led to), enabled, caused, made Signal words: thus, so that, since, therefore, then, consequently, as a result, due to, because of Mixed verbs: (compared to) Signal words: on the other hand, however, although, similarly, as opposed to, not only, yet, besides Saying, thinking, feeling verbs: argued, believed, responded Signal words: however, also, furthermore, that, according to Mixed verbs: due to, led to Signal words: although, for example, consequently, because Relating verbs: to be, to have Signal words: contains, includes, consists of, also, for instance, furthermore, moreover 58 Social Studies Review 2012

that connect and build relationships between ideas and evidence. Low-literacy students and English learners will particularly benefit from recognizing how facts and evidence in historical narratives are organized. An ability to determine the organizational structure of history texts develops and extends historical thinking. For example, learning to recognize cause and effect patterns in texts helps students identify relationships between events, rather than seeing history as a string of disassociated events. Figure 1 is a useful tool for understanding the mechanics of the organizational patterns encountered in history texts. While not an exhaustive list, it provides examples of key signal words and verbs commonly used; teachers and students can add to it. Selecting Text for Instruction The CHSSP s approach to lesson design is inquiry-based and we strongly encourage teachers to use a historical investigation question to frame their lessons. We encourage the use of both primary and secondary sources as instructional materials in history lessons. Lessons are more engaging when they are organized around an historical investigation question. It is particularly effective for motivating students to seek and process information with a purpose in mind (VanSledright, 2002). Although analyzing primary sources is an active form of learning (sourcing, interpreting, corroborating), it is only successful if instruction is strategically planned (Barton, 2005). A text organization activity will provide students practice with disciplinary and language skills. It is an instructional approach that has students learning how to read, comprehend, and evaluate various types of texts that is deliberate, and, in the context of a historical investigation, has purpose. Teachers should carefully select a text passage that is appropriate for the context of the lesson and for students reading skills. Choosing a text passage for instruction can be challenging. Teachers should consider two important factors: 1) the language demands of the text; and 2) the content they want students to learn. First, history texts often employ more than one organizational pattern on a single page or passage. Even history textbooks, the instructional material commonly used in history-social science classrooms, are more complicated than they appear. Cynthia Shanahan of University of Illinois states, The typical argument structure of expository texts is not explicitly represented in history textbooks either the overarching structure is narrative and descriptive; the cause-effect arguments are embedded within this structure (Shanahan, 2008). Given this, decoding the structure of a text is a critical first step towards understanding the main ideas of a text. Secondly, teachers should select sources that support their lesson s content goals. Since close examination of text is time consuming, each source s content should significantly add to students understanding. What students learn from the source should explicitly aid them in answering the historical investigation question. A Classroom Example Teachers must have an instructional plan for how students will interact with the text passage once it is selected. Having students annotate text is a good practice to develop active readers. Students who highlight, underline, and take notes are processing information as they read. We provide an example in Figure 2. The text organization activity featured is from a teacher-created 8th grade lesson. The teachers utilized the reading strategy with a speech by Black Hawk as part of a multi-day lesson about the effects of Jacksonian Democracy on Native Americans (Gregory et al., 2011). The student objective was to identify and explain cause and effect relationships in Black Hawk s Surrender Speech, 1832 (Figure 2). As presented in Figure 1, there are sentence structures and signal words consistent with cause and effect patterns of text organization. However, this is an example of an historical narrative that includes some cause-effect connections without Text Organization in History for Comprehension / Goldsmith & Tran 59

Figure 2. Black Hawk s Surrender Speech (Teacher Key) these markers. Primary sources often lack these signal words. Black Hawk s Surrender Speech, 1832 also contains a large amount of metaphorical language and switches between first and third person pronouns. This makes it especially difficult for English learners to follow. This activity focuses on cause and effect relationships in Black Hawk s speech to help students deconstruct Black Hawk s metaphorical language and derive meaning from it. First, the class reads the passage aloud to find and clarify any confusing or unknown words. The students then reread the passage to look for cause and effect patterns based upon the text structure and language cues. To make their critical thinking transparent, the teacher asks the students to annotate and mark the text. Students are to underline and label with a C, phrases they identify as causes. Students mark the effect phrases with an E and should highlight any signal words. The arrows identify the cause and effect relationships (see Figure 2). Through a close examination of Black Hawk s use of cause and effect statements, students learn his perspective on the direct and indirect consequences of European military dominance. Creating a Graphic Organizer A graphic organizer that summarizes the student s text annotation is a powerful tool to help them make more connections and deepen their understanding of the content. Figure 3 is a teacher key of a note-taking tool that has students explicitly organize their annotations into cause and effect categories. We recommend that teachers create an answer key for all activities and writing assignments. Keys are useful conceptual roadmaps for the activity (and the lesson) and by completing the student work in advance, teachers can pre- 60 Social Studies Review 2012

view whether the activity has sufficient language support, builds content knowledge, and answers the historical investigation question. In creating a key for a graphic organizer for text organization, the teacher can decide, based upon student readiness, on how much information to model and which parts of the graphic organizer the students will do independently. For example, teachers may complete part of a graphic organizer for the students and leave key ideas for students to determine independently. In Figure 3, the teacher left the italicized sections blank for students to complete. The annotations from the text excerpt (underlining, labeling, and arrows) will help students complete the cause and effect chart. Finally, graphic organizers should include a content and language question to ensure that students understand essential concepts and language patterns. Teachers may design sentence starters to assist English learners in answering the content question. Cause You have taken me prisoner with all my warriors for I expected, if I did not defeat you, to hold out much longer, and give you more trouble before I surrendered When I saw that I could not beat you by Indian fighting But your guns were well aimed. The bullets flew like birds in the air, and whizzed by our ears like the wind through the trees in the winter. I saw my evil day at hand. The sun rose dim on us in the morning, and at night it sunk in a dark cloud, and looked like a ball of fire. He has been taken prisoner, He can do no more. He is near his end. Effect I am much grieved I am much grieved I determined to rush on you, and fight you face to face. I fought hard. My warriors fell around me; it began to look dismal. That was the last sun that shone on Black Hawk. His heart is dead, and no longer beats quick in his bosom. and his plans are stopped. His sun is setting, and he will rise no more. Farewell to Black Hawk. Content Question: How does Black Hawk feel about his defeat by the militia? He feels as though he has died because they have lost their land, the right to live on it, and their culture. Figure 3. Black Hawk Surrender Speech Graphic Organizer (Teacher Key) Text Organization in History for Comprehension / Goldsmith & Tran 61

Student Response Paragraph In our example lesson, teachers concluded the cause-effect text organization strategy by asking students to write a response paragraph to check for understanding. Students responded to the content question: How does Black Hawk feel about his defeat by the militia? The following example of a student s response paragraph (Figure 4) shows how the teachers used sentence starters to aid students in evaluating cause and effect relationships. The scaffolded paragraph provides narrative structure: for the thesis, supporting evidence, and conclusion. The sentence starters are practical language supports that assist students in the cognitive task selecting the appropriate evidence within the proper context. Sentence starters can be removed depending on student readiness. Figure 4. Student Work Sample The student was able to mine this challenging piece of text for meaning, including the metaphors and pronoun use, and express the meaning in his/her own words. This explicit strategy serves as a model for students on how to deconstruct textual passages for meaning, make conclusions by answering the content question, and use evidence to support their argument in a written response paragraph or essay. Conclusion Cynthia Shanahan argues that when students are explicitly taught to recognize organizational patterns in texts, their comprehension of the text and their ability to write accurate summaries improve, even when their prior knowledge of the subject is low or the text is particularly difficult (Shanahan, 2008). The CHSSP advocates using text organization reading strategies with all students, with varying scaffolds based on the students needs, especially for English learners. This strategy is highly effective with most written texts, including history textbooks. As students learn to recognize the patterns of expository discourse, they become better able to comprehend text on their own. When students learn how signal words and verbs organize evidence, they develop strategies to understand ways historians connect evidence in an historical narrative. Reading strategies allow teachers to address barriers to students comprehension such as challenging text with unfamiliar and discipline-specific vocabulary, metaphors, complex ideas, and arguments. 62 Social Studies Review 2012

Coupled with writing a response paragraph to the content question, this strategy enables all students, especially English learners, to have access to rigorous historical texts and to develop their ability to write in these same expository text patterns. References August, D. & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. New Jersey: Lawrence Erlbaum Associates. Barton, K. (2005) Primary sources in history: Breaking through the myths. Phi Delta Kappan (86)10, 745-753. Goldenberg, C. (2008) Teaching English language learners: What the research does and does not say. American Educator 32(2), 8-44. Gregory, W., Richards, E., & Weaver, L. (2011). Investigating the Indian removal act through multiple sources: An historical inquiry-based lesson that analyzes art and speeches by President Andrew Jackson & Chief Black Hawk, Mt. Diablo Unified School District. Saunders, W. & Goldenberg, C. (2010). Research to Guide English Language Development Instruction. In Improving Education for English Learners: Research-Based Approaches. California Department of Education. Schleppegrell, M. (2004). The language of schooling: A functional linguistic perspective. New Jersey: Lawrence Erlbaum Associates. Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy strategies to adolescents: Rethinking content-area literacy. Harvard Educational Review 78(1), 40-59. Shanahan, C. (2008). Disciplinary comprehension. In G. Duffy & S. Israel (Eds.), Handbook of Reading Comprehension. New York: Lawrence Erlbaum & Associates. U.S. Department of Education. (2010). Meeting the needs of English learners and other diverse learners (ESEA Reauthorization: A Blueprint for Reform). Washington, DC. http://www2.ed.gov/ policy/elsec/leg/blueprint/english-learnersdiverse-learners.pdf VanSledright, B. (2002). In search of America s past: Learning to read history in elementary school. New York: Teachers College Press. Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, D.C.: Alliances for Excellent Education. Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for California s long term English learners. Long Beach: Californians Together. Text Organization in History for Comprehension / Goldsmith & Tran 63

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Teaching the Common Core THE SOURCE A Publication of the California History-Social Science Project

The Source California History-Social Science Project Quarterly Magazine FEATURES We re #3! 3 by Nancy McTygue How the Common Core State Standards are helping reverse the marginalization of history instruction. No Fear! 5 by Shennan Hutton The challenges and rewards of implementing the Common Core State Standards. History Blueprint Pilot Results 6 by Shennan Hutton A look at the Civil War History Blueprint on the ground, in the classroom. Together, Toward the Common Core 8 by Letty Kraus How The History Project at UC Davis is working to incorporate effective strategies for implementing the Common Core State Standards. Reading the Common Core Standards 11 by Dave Neumann A close reading of who crafted the Common Core State Standards, their purpose, and their promise for history instruction. Teaching Vocabulary 13 by Lisa Meyers A 7th grade lesson on the Roman Empire that incorporates Common Core State Standard L.7.6. Common Core Reading Strategies 15 by Donna Leary A cause and effect lesson on the cotton boom in the American South. 1 California History-Social Science Project, Common Core Issue

California History-Social Science Project Advisory Board Don t Be Afraid of the Common Core 19 by Mary Miller How the Common Core State Standards encourage the teaching of analysis, use of evidence, and engaging with multiple perspectives. Why Did Lincoln Fight? 21 From the Civil War History Blueprint, excerpts from Lesson #5, Lincoln s Speeches. Teaching Writing 25 by Nicole Gilbertson A glimpse at The History Project at UC Irvine s new Common Core resource to improve writing instruction. Rewriting History 27 by Emily Markussen Sorsher The types of writing supported by the Common Core State Standards. The Civil War: A Common Core Program 29 California History-Social Science Project s Common Core workshops. Emily Albu, UC Davis University of California Representative Steve Aron, UCLA & Autry Museum Private Industry Sector Representative Marvin Awbrey (Co-Chair) Fresno Unified School District, Retired Professional Organization Representative, CCSS Barbara Doten, Long Beach Unified California State Board of Education Representative Gary Dei Rossi, San Joaquin COE Commission on Teacher Credentialing Representative Gary K. Hart, Public Policy Institute of California Governor s Office Representative Craig Hendricks, Long Beach Community College Emily Rader, El Camino Community College California Community College Representative Jeff Pollard (Co-Chair) Natomas Charter School Superintendent of Public Instruction Representative Amanda Podany, California State Polytechnic University, Pomona California State University Representative Alan Taylor, UC Davis Statewide Faculty Advisor Staff Statewide Office Nancy McTygue, Executive Director The UC Berkeley History-Social Science Project Rachel Reinhard, Director The History Project at UC Davis Pam Tindall, Director The UCLA History-Geography Project Mary Miller, Co-Director Emma Hipolito, Co-Director The History Project at CSU Long Beach Dave Neumann, Director The History Project at CSU Dominguez Hills Lisa Hutton, Director The Source is a publication of The California History-Social Science Project (CHSSP). Copyright 2013 UC Regents. We welcome your letters and inquiries. To learn more visit our website at http://chssp.ucdavis.edu/ or contact us at chssp@ucdavis.edu. -Shelley Brooks, Editor The UC Irvine History Project Nicole Gilbertson, Director The History Project at CSU Fresno Melissa Jordine, Director

T H E S O U R C E We re Number 3! For years I have railed against the marginalization of history and the related social sciences, in this column, in formal presentations, and basically, to anyone who would listen. (My apologies to those of you I ve cornered more than once on this topic, especially the woman who cuts my hair and my mom, who really couldn t find an easy way out of earshot). Although the context for each harangue changed, my central questions did not: How did the study of history become so unimportant as to be dropped from the public school curriculum? Why would American schools suddenly stop teaching students how to think critically, argue persuasively, and analyze competing points of view? And why on earth would school leaders reduce instructional time for history, a textdependent discipline, if they wanted to improve student literacy? Finally, given the fact that this marginalization is most pronounced in schools of color and poverty, what will be the impact on a democratic system dependent upon informed citizenry? Why would American schools suddenly stop teaching students how to think critically, argue persuasively, and analyze competing points of view? We began to see this marginalization really take hold in California schools halfway through the last decade. This was a result of the increasingly harsh accountability measures based upon student performance on standardized tests in English and mathematics. By 2008 when we hosted The History Summit, a series of public conversations on the topic, hundreds of schools across the state had instituted daily calendars that reduced or eliminated history instruction all together for some or all of their students - primarily those in the elementary and middle school grades in economically-challenged communities. Teachers reported that their administrators forbade the instruction of American and world history (as well as other non-tested and therefore of questionable value disciplines, like the arts and foreign language). Horror stories began to emerge from the ranks of our elementary teacher leaders, who were now required to 3 California History-Social Science Project, Common Core Issue

T H E S O U R C E divide their day into two and one-half hours of English language arts (mainly scripted lessons centered on simple narrative or fiction, interspersed with out-of-context vocabulary drills), two hours of mathematics, and an hour of physical education. The monotony of this approach drove the most determined teachers to subvert the process in the most creative of methods: carving out weekly history sessions in their calendars by hanging a testing do not disturb sign on their classroom doors. That really was the low point, in my mind, of a system gone horribly wrong. I m not trying to place the blame for the marginalization on any particular legislation, policy, or educational leader. I still agree with the broad goals of the standards and assessment school reform movement providing equal access to students at every school and holding us all (teachers, administrators, parents, and community members) responsible for their learning. But in the zealous pursuit of that goal (and in a bid to avoid increasingly unpleasant accountability measures), school leaders made what is clear now to be terrible decisions. By focusing on the relatively narrow short-term goal of increased test scores in English language arts and mathematics, these leaders sacrificed some extremely important long-term benefits, namely, the ability of their students to think critically, evaluate an argument, understand the history of our country, and participate as a citizen of our global community. I ve been thinking about this a lot lately as we prepared this special issue of The Source, focused on the new Common Core Standards that 46 states have already adopted, including California. As many teachers have already noted, the Common Core s emphasis on expository text, its mention of specific historical documents, and the specific inclusion of a section dedicated to developing literacy in history or social studies, increases the importance of history in the public school curriculum. Clearly, this document still privileges the teaching of mathematics and English, but I can t help but wonder if our discipline s new tagline should become, We re number 3! given the attention given to history. Obviously, I m not so naïve to believe that the publication of this one document, even with its official stamps of approval from a variety of state and federal leaders, can completely reverse the practice of marginalizing history. But I m optimistic. It seems as if people are finally listening and understanding that the answer to low test scores in English is not to abandon a literate discipline like history. National leaders, including President Obama, are decrying the narrow curriculum. And former Secretary of State Condoleeza Rice even drew a correlation between declining educational performance and our national security. Rice and former NY schools chief Joel Klein co-chaired a report organized by the Council on Foreign Relations in which they recommended that our schools need greater curricular diversity. It seems as if people are finally listening and understanding that the answer to low test scores in English is not to abandon a literate discipline like history. The California History-Social Science Project supports the lofty goals outlined in the Common Core standards. We fully understand that there will be many barriers to its implementation in American schools, especially here in California given our ongoing budget crisis. We can t help but be hopeful, however, that by bringing attention to the very skills that were lost in our recent national obsession with standardized tests of limited value, we can make things just a little better for all of our kids. A former high school history and government teacher, Nancy McTygue is the Executive Director of The California History- Social Science Project. Write to her at chssp@ucdavis.edu. California History-Social Science Project, Common Core Issue 4

T H E S O U R C E The Common Core for History - No Fear! Few of us truly believe that history is about memorization of facts to be regurgitated on a multiple-choice exam. We know that history textbooks aren t very interesting, and lecture isn t a very effective method of instruction. Since the mid-1990s, young snowboarders have often worn tee-shirts bearing the lifestyle clothing brand name No Fear. The slogan expressed the enthusiasm (and perhaps recklessness) with which they tackled the physically challenging aspects of their sport. Contemplating teaching the new Common Core State Standards in history and social science classes is a little like standing atop a thin piece of fiberglass and gazing down a steep snow-covered slope. The Common Core Reading and Writing Standards for Literacy in History-Social Studies are challenging, even more so because they emphasize skills that haven t been required or emphasized since the beginning of standardized testing in the 1990s. Many, if not most, of our students struggle with reading. Given the financial situation of our schools, we know that there will be little money for books, materials, and professional development. This is a steep, steep slope indeed. But I say nay, I shout NO FEAR! At the risk of being overly dramatic, let me express my enthusiasm for implementing new Common Core State Standards in history and social science classes. I think the Common Core Reading and Writing Standards for Literacy in History-Social Studies might give us history teachers not only what we need but what we want as well. Let me tell you why. Image courtesy of LetMeColor.com coloring pages. 5 California History-Social Science Project, Common Core Issue

T H E S O U R C E The Common Core standards for our subject emphasize thinking skills, primary sources, evidence, analysis, point of view or perspective, and argument. These are not merely, or even primarily, English / Language Arts skills. They are closely related to historical inquiry, a process of helping students to act as historians. Under pressure to cover the content standards and raise student test scores, history teachers have had little time to devote to historical inquiry. Now when we take the time to have students analyze a primary source, we can say that we are teaching the Common Core Reading Standards for Literacy in History-Social Studies RH1, RH2, RH4, RH8, and RH9. We can proudly write the standards on the board for our principals and the whole world to see. We can teach history in a more exciting, engaging, and thoughtful way. Eventually the standardized tests that dominate our planning and efforts will be revised to include the Common Core standards, which will not only test memorization of historical content but also mastery of historical thinking skills. We will no longer be measured solely by how much information we can get our students to memorize. Even though it is quite tricky to measure historical thinking skills on standardized tests, a number of groups, including the History Project, are working on writing these new assessments. Few of us truly believe that history is about memorization of facts to be regurgitated on a multiple-choice exam. We know that history textbooks aren t very interesting, and lecture isn t a very effective method of instruction. However, stepping away from the tried-and-true plateau of telling students facts to venture down the steep slope of the Common Core standards and historical inquiry is daunting. That s why I say, No Fear! This article first appeared as a post in the Blueprint for History Blog on March 1, 2012. CHSSP s Program Coordinator, Shennan Hutton, also serves as an instructor for world and Medieval history courses at several northern California colleges and universities. Prior to earning her Ph.D. in Medieval History from UC Davis, she taught high school world history for 15 years in Vallejo, CA. Visit her blog at http://blueprintforhistory.wordpress.com/ History Blueprint Pilot Results - Spring 2012 In the 2011-2012 school year, a team of historians and teacher leaders designed the first History Blueprint unit on the American Civil War. Timed to coincide with the sesquicentennial of the war, the unit combined California History-Social Science Content Standards (part of 8.9 and all of 8.10), and the Common Core Reading and Writing Standards for Literacy in History/Social Studies. The goal of the History Blueprint initiative is to create units which have everything a teacher needs primary sources, lesson plans, multimedia sources, assessments, support for literacy, and development of historical thinking skills. An integral part of the unit creation process is review and revision. The Civil War unit went through three drafts, each read and critically reviewed by teachers, historians, and CHSSP site directors, and revised based on that feedback. The final and most important review was the classroom pilot held in spring 2012. I felt that the kids really learned how to think like historians. Even the lowest readers could make connections. -Pilot Teacher In spring 2012, more than 20 eighth-grade teachers field-tested the History Blueprint Civil War unit in their classrooms. One pilot teacher, Jennifer Mustin of Oak Valley School in Tulare, quizzed former students who appeared at Back-to-School Night with younger siblings on Civil War content, just to see what they remembered. When she asked them why the South seceded from the Union, she was amazed to find that the students could California History-Social Science Project, Common Core Issue 6

T H E S O U R C E actually tell her why. She had noticed during the pilot that their writing improved from the beginning to the end of the unit, but she did not expect them to retain content knowledge. She also reported that her students CST scores on the Civil War component improved from 64 to 68 points. Not all teachers felt as comfortable with their implementation of the unit. A universal criticism of the unit was that it was too long. Virtually every teacher who piloted the unit modified the lessons and redesigned aspects of the unit. Doing justice to historical issues while teaching students to read closely, analyze, think and write takes time. All the units we produce are likely to be too long. However, teachers can pick and choose and modify, which is something that they will do anyway. This is the way it should be. We can rely on teachers judgment of what their students need and what fits in with their classroom practice. The second part of assessing the unit was an analysis of student work, which we conducted in October 2012. We determined that although the Evaluation of the Secession Argument assignment virtually forced students to cite specific evidence and use the language of logic, many students were still confused in their application of that logic to deal with evidence that pointed in contradictory directions. As a result of this discussion, we will revise the sentence frame to guide the students more effectively. Meanwhile, the Civil War unit is the prototype which are we following to create two new units, the Cold War (for 10 th and 11 th -grade) and Sites of Encounter in the Medieval World (for 7 th -grade). We anticipate that the Cold War unit will be ready for piloting in April 2013, and the Medieval World may be ready by fall 2013. If you teach any of those grades, please think about the possibility of piloting one of the new History Blueprint units in the coming year. Visit the History Blueprint and CHSSP websites to learn more: http://historyblueprint.org/ http://chssp.ucdavis.edu/programs/programs/historyblueprint 7 California History-Social Science Project, Common Core Issue

T H E S O U R C E Together, Toward the Common Core in History-Social Science by Letty Kraus, The History Project at UC Davis I feel I am teaching to a deeper, more meaningful level. We are writing more in the classroom and our work is at a higher thinking level. I still have to teach the California [History Content] Standards, of course but when I am teaching with the Common Core Standards in mind, I don't feel like I am "teaching to the test." In fact, I enjoy teaching to these standards! -Susan Giunta, 4 th -grade teacher, SCUSD The History Project at UC Davis (HP) has heard a variety of teacher reactions to the implementation of the Common Core State Standards (CCSS). Many teachers concurred with Susan Giunta and expressed enthusiasm for the guidelines CCSS provides that support historical reading, thinking, and writing skills. Some feel they have found support from HP programs to begin implementing the standards. Heidi Page, an 8 th -grade teacher in Benicia Unified School District noted, I feel my work with the HP-led Teaching American History grant has prepared me very well for integrating the common core. In the lessons I have designed for the project, I already incorporate a great deal of critical thinking skills that are a focal point of the CCSS. At the same time, teachers also expressed concerns. How will schools and districts implement the standards? What will the state assessments expect? Will history-social science teachers and experts have sufficient impact on decisions related to implementing the CCSS in their subject area classrooms? Amid feelings of cautious optimism, teachers confirmed what we suspected local districts are focusing almost exclusively on the ELA and Math standards and providing little, if any, discipline-specific support for the CCSS in History/ Social Studies, Science and Technical Subjects. Like CHSSP sites across the state and other like-minded professional development organizations across the nation, the History Project at UC Davis offers support to teachers, schools and districts as they transition to the Common Core State Standards (CCSS). While the CCSS may be new, the skills that they promote align well with the CHSSP s established vision of high quality history instruction that includes specific attention to developing student literacy. Our experience with teachers illustrates that literacy skills are best taught while actively reading, analyzing, and interacting with engaging and content-rich text. The CCSS seem to endorse this position, bringing hope that history and social science instruction once marginalized as an unintended consequence of NCLB s focus on English and mathematics will reclaim an important place in the classroom. In the spring of 2012 The History Project at UC Davis assembled a study group of teacher leaders from grades three through twelve to help us consider how best to support teachers with implementation. We hoped to nurture the grassroots efforts of teachers and to provide a model of what productive interdepartmental and cross-grade partnerships could look like. Together we engaged in a close analysis of the skills described in the CCSS. Next, we shared how to align existing discipline-specific, academic literacyfocused lessons with the CCSS. Finally, we analyzed the draft assessments recently made available on-line by the Smarter Balanced Assessment Consortium, the group charged with developing assessments aligned with Common Core for California s schools. The HP study group helped us to assess teacher, school, and district needs and to evaluate how our established literacy work aligns with the Common Core. Based on our findings, we developed a train California History-Social Science Project, Common Core Issue 8

T H E S O U R C E the trainers style workshop for summer 2012, where participants developed their understanding of the Standards while discussing the shifts needed to integrate them into their instruction. HP provided teaching tools, including history-specific question banks (see Sample Questions on the next page) to direct close reading exercises; ways to help students think about the significance of evidence; sourcing activities to call students attention to the craft and structure of an argument; and methods and terminology to help students construct written arguments. The HP workshop helped participants design a plan for their site customized with local benchmarks and other site initiatives in mind. By partnering with teachers to strengthen existing strategies and to develop new ones, we can continue to identify and capitalize on emerging best practices. Of course, any new mandate or initiative causes anxiety because it initially feels foreign. From our perspective, however, the CCSS simply institutionalized the academic literacy skills already taught in the history-social science classrooms of the K-12 teachers with whom we work. These teachers practitioners of discipline-specific literacy are vital and must be equal partners in formulating, testing, and disseminating an approach that can be customized to school, department, and individual classroom needs in order to raise student achievement over the decades to come. Solano teachers working with The History Project at UC Davis. 9 California History-Social Science Project, Common Core Issue

T H E S O U R C E Sample Ques+ons for Close Reading of a Single Primary Source ~Aligned to the Common Core State Standards~ The direc)ons and ques)ons below are samples for teachers from which to select or modify for lessons. The standards that apply to each direc)on or ques)on are listed in brackets. When deciding which direc)ons or ques)ons to use for a par)cular source, consider the author s central ideas or claims and to which aspect you want to draw students a>en)on. It is not recommended that you select all of the ques)ons. Addi)onally, think about how the source helps to address the inves)ga)on ques)on. Finally, decide on which standards you want to focus. College and Career Readiness Anchor Standards for Reading #1 Provide at least two quotes (3 words or more) of evidence that support each claim or reason. College and Career Readiness Anchor Standards for Reading #2 What is the central idea (main claim or thesis) of the text? Is there a quote from the text that represents the creator s central idea? If so, write it down. What are the author s suppor@ng claims or reasons that support the central idea? College and Career Readiness Anchor Standards for Reading #4 Choose 2-3 unfamiliar words and try to determine their meaning from their use in the text How does the creator s use of the word emphasize the point of the text? College and Career Readiness Anchor Standards for Reading #6 Point of view: o What are the creator s occupa@on, religion, sex, social class, and race? o What is the rela@onship between the creator and the subject of the source? o How might that creator be biased? o What is the creator s point of view? What can we learn from the point of view of the source? Purpose: o What is the tone (e.g. sarcas@c, gloomy, inspiring) of the source? What loaded words or strong descrip@ve words are being used? Provide examples and explain how these words emphasize the creator s purpose. o Who is the intended audience? How might the audience affect what the creator chose to include or omit? o What clues can you point to in the text to explain the creator s purpose? What is the intent or purpose of the creator? College and Career Readiness Anchor Standards for Reading #8 Evaluate the author s argument and suppor@ng claims to determine if the evidence and reasoning is valid, relevant and sufficient. o Is the argument valid? Why or why not? o Is there enough evidence to support the argument? What addi@onal informa@on could have made the argument much stronger? College and Career Readiness Anchor Standards for Reading #9 Was this source created at the @me of the event, as a remembrance, or as analysis? Copyright 2012 UC Regents California History-Social Science Project, Common Core Issue 10

T H E S O U R C E Reading the Common Core State Standards by Dave Neumann, Site Director, The History Project at CSU Long Beach The emergence of the Common Core Standards confronts teachers with a new text that they will soon begin poring over with the same care as the Standards. With that realization in mind, it seems appropriate to step back from this crucial primary source document and engage in the kind of heuristic task proposed by Sam Wineburg, author of Historical Thinking and Other Unnatural Acts and advocate for students reading of primary sources. The essential question for this lesson, or article, is this: How do sourcing, contextualization, and corroboration help us to better understand the Common Core Standards? A deeper understanding of this broader context might help us appreciate how remarkable this document is as a national standard in education, and to be thoughtful about how to interpret it. We ll begin our investigation of the Common Core Standards by sourcing the document: who is the author? The actual wordsmiths are not as interesting as the official sponsor, the National Governors Association. Most Americans had probably never heard of the NGA before the arrival of Common Core. Even those who routinely teach about the history and structure of American government might be surprised to learn that this organization of all American governors has existed for over a century, meeting annually to address common problems. The leadership of a Progressive-era organization in this endeavor reminds us that Common Core represents but the most recent in a long line of educational reforms. Furthermore, the fact that an unexpected organization has become the lead voice in educational reform indicates the leadership vacuum with regard to our country s woeful academic performance compared with industrial counterparts worldwide. As Linda Darling-Hammond warns in The Flat World, Educational Inequality, and America s Future, the United States is standing still while more focused nations move rapidly ahead. 1 Our country is stymied by a federalist system where responsibility for education is shared between the state and the federal government, so perhaps it should not be a surprise that a group of state executives would have the responsibility and authority to write national standards. Next, we need to contextualize the Common Core by placing the document into its broader historical framework. While it fits within the larger flow of educational reform, the Common Core initiative is best understood in light of three trends in the last generation. First, the 1983 report A Nation at Risk, drafted by a federal commission sponsored by Ronald Reagan s Secretary of Education, raised the alarm about declining educational achievement (as measured by SAT scores). These declines came in the wake of the 1970s, which Diane Ravitch describes as an era with reformers, radicals, and revolutionaries competing to outdo one another in educational experimentation. 2 The report launched the accountability movement in its call for rigorous content-based standards in all subject areas. The effort to create voluntary National Standards in the core subject areas resulted from this call. Controversy about a purported left-wing agenda by the authors of the American History standards led to the demise of this project, as described in Gary Nash, et al History on Trial: Culture Wars and the Teaching of the Past. That this effort foundered on controversies about history seems quaint now, given the current marginalization of this subject. Second, the failure of a national standards movement ushered in the era of state standards, which has fundamentally shaped day-today classroom dynamics for millions of students and their teachers. Third, of course, the No Child Left Behind juggernaut arrived in 2002. With this reauthorization of the 1965 Elementary and Secondary Education Act, the national government changed the nature of public schooling across the nation by making standardized test scores the primary measure of school quality 3 while leaving to the states the content of instruction measured by test scores. Finally, the Common Core s definition of educational rigor must be corroborated through comparison with other documents. To begin with, the skills described in the Common Core English-Language Arts Standards match well with the conclusions of the report by The Carnegie Council for Advancing Adolescent Literacy s A Time to Act, chaired by Catherine Snow, Professor of Education in the 11 California History-Social Science Project, Common Core Issue

H a r v a r d s G r a d u a t e S c h o o l o f Education: adolescent learners in our schools must decipher more complex passages, synthesize information at a higher level, and learn to form independent conclusions based on evidence. They must also develop special skills and strategies for reading text in each of the differing content areas, including history. 4 In addition, the specific criteria delineated in Reading Standards for Literacy in History/Social Studies 6 12 jibe with calls for historical thinking issued by education scholars Wineburg, Peter Seixas, Bob Bain, Peter Lee, and others. The Common Core lists specific exemplars of historical texts. While some fit uneasily with current grade-level history standards such as Patrick Henry s Speech to the Second Virginia Convention or Martin Luther King, Jr s Letter from Birmingham Jail for Grades 9-10 teachers can easily concentrate on the texts that do fit their standards. More importantly, rather than focusing narrowly on the particular exemplars, teachers should attend more broadly to the skills necessary to comprehend a variety of texts. When we consider the three instructional shifts in English- Language Arts that Common Core introduces, we recognize some familiar concepts: a focus on content-rich nonfiction and informational text, use of complex text and academic vocabulary, and reading and writing grounded in evidence. Literacy standards in History/ Social Science explicitly address citing evidence from primary and secondary sources, considering differences in point of view, and corroborating claims. These are all key elements of inquiry-based instruction in history elements that CHSSP workshops have emphasized for years. Teachers who make these elements routine in their instruction will find their students succeeding on T H E S O U R C E Common Core, whether or not they encounter familiar texts on the assessment. We can enthusiastically embrace the Common Core Standards document s call for a national standard of rigorous literacy skills in history-social science. We should pay at least as much attention to the skills themselves as we do to the exemplars. There has been much talk about how this document is poised to become a dramatic new reality for teachers and students. While this is true in many ways, teachers who already embrace inquiry-based instruction using a rich variety of texts in their classrooms may find that the future is not so different after all. Patrick Henry before the Virginia House of Burgesses, May 30, 1765. Image from the Library of Congress: http://www.loc.gov/pictures/item/2006691555/ Notes 1 The Flat World and Education: How America s Commitment to Equity Will Determine Our Future (New York: Teachers College Press, 2010), 9. 2 The Death and Life of the Great American School System: How Testing and Choice are Undermining Education (New York: Basic Books, 2010), 23. 3 Ibid., 15. 4 Carnegie Council on Advancing Adolescent Literacy, Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success (New York: Carnegie Corporation of New York, 2010), x. California History-Social Science Project, Common Core Issue 12

T H E S O U R C E Teaching Vocabulary In reviewing the Common Core Reading Standard 4 for Literacy in History/Social Studies in grades 6-12, I have tried a variety of activities to review or reinforce concepts before a unit assessment and find that the lesson below engages students in ways others do not. I walk the rows and I see 32-36 students working diligently, with pencils gripped and academic vocabulary incorporated into their work. There is an element of competition in the activity that motivates each student to actively participate. Common Core Standards: L.7.6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression (also standard in grade 6 and 8). Lesson Overview: This is a one-class period review lesson to be done before the unit assessment. Create a list of fifteen key terms from the unit. These terms should include general academic and unit-specific words or phrases. I compose a general overview of the unit (from beginning of empire to fall of empire, for example) and then from those sentences, choose the fifteen I want to include in the activity. Procedures 1. The students should be in groups. 2. Announce that we are retelling the story of the Roman Empire for example. 3. Then, one word is revealed. (I use a PowerPoint slide.) Students are instructed to write, from recall, an introductory sentence to the story of the Roman Empire correctly using that word. I give them one minute to write (more time could be given or notes could be used to differentiate the lesson). The student then passes his/her paper to the next student. 4. Then, the second word is revealed. The students read the previous sentence and write a second sentence with the second word. 5. The students then pass the papers and a third word is revealed and so on. 6. After approximately five sentences, a break is called. Students are instructed to read everything on their paper and ask themselves if all words are used correctly. They are encouraged to edit any incorrect sentences. After these corrections the next word is revealed and the activity proceeds. 7. When the last word is revealed students write the concluding sentence to the story. As a group they again review the story for accuracy. (One bonus feature is that students have now re-read these vocabulary words three or four times.) Roman Forum looking towards Coliseum. Image from the Library of Congress: http://www.loc.gov/pictures/item/2007663210/ 13 California History-Social Science Project, Common Core Issue

T H E S O U R C E This sample student work uses a vocabulary list based on history standards covered in unit 7.1: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. Vocabulary words are underlined in each sentence. Lisa Meyers teaches 7th grade World History in Rancho Santa Margarita. Meyers is a fellow of the UC Irvine Writing Project and enjoys developing new reading and writing strategies for the history curriculum. California History-Social Science Project, Common Core Issue 14

T H E S O U R C E Common Core Reading Strategies As stated throughout this issue, history is an especially appropriate discipline in which to teach the reading, writing and critical thinking skills called for in the Common Core State Standards. Our discipline requires students to read primary and secondary sources, synthesize language, gather and organize evidence to support a claim, and then incorporate that analysis into a written explanation, argument, or justification. UC Berkeley History- Social Science Project teachers have found that the academic literacy strategies presented during the Implementing the Common Core Standards Through History Instruction summer institute give them a toolbox for teaching the Common Core State Standards. A large part of acquiring the skills necessary to understand history is learning to recognize how text passages are organized. The Common Core State Standards state that 6 th to 8 th grade history students should Describe how a text presents information (e.g. sequentially, comparatively, causally). Passage organization is a close reading strategy that aids students in understanding relationships between evidence. Some of the organizational patterns found in historical writing are: chronology, cause and effect, compare/contrast, debate, point of view, description, and thesis supported by evidence. These patterns have distinct linguistic features, such as verbs and conjunctions, which organize evidence. 1 This approach teaches students how to use linguistic features to recognize these organizational patterns and understand how they impart historical meaning. One of the predominant patterns in historical writing is cause and effect. Without recognizing this pattern, students may see history as just a sequence of events, rather than understanding the relationships among a network of events, people, ideas, and processes. It is in those relationships that true historical interpretation lies, teaching all students how to think historically. To expose causal relationships within text, teachers can introduce frequently used cause and effect sentence patterns, such as When, then. Or If, then. as well as verbs like led, enabled, caused, and made. Students should also be taught to recognize signal words used to explain cause and effect, such as, thus, so that, since, therefore, then, consequently, as a result, due to, and because of. After teachers highlight the types of words and phrases that denote causality, students can work in groups to discuss, record, and question the text for an explicit understanding of a text s cause and effect relationship. The lesson strategy below illustrates how history teachers can seamlessly include Common Core State Standards into their classroom instruction by explicitly instructing students in the recognition and use of cause and effect passage organization. Consider the following excerpt from United States History: Independence to 1914, which includes a number of causal links that may not be readily apparent to students: The Cotton Boom: Whitney s invention of the cotton gin made cotton so profitable that southern farmers abandoned other crops in favor of growing cotton. The removal of Native Americans opened up more land for cotton farmers in the Southeast. Meanwhile, the development of new types of cotton plants helped spread cotton production throughout the South as far west as Texas. 2 To highlight those relationships, it is helpful to break apart, or deconstruct, the individual sentences by organizing them into cause and effect columns that provide a graphic flow chart detailing the relationships between actions and events. This procedure, when combined with questions of historical significance, can both increase reading comprehension and clarify causality. 15 California History-Social Science Project, Common Core Issue

T H E S O U R C E Scenes from a Cotton Plantation. Image from the Library of Congress: http://www.loc.gov/pictures/item/ 96513748/ California History-Social Science Project, Common Core Issue 16

T H E S O U R C E The teacher begins by asking What caused the cotton boom in the South? This question provides a focus for the lesson. The teacher models the first cause and effect relationship on the chart for students. Working in pairs, students then practice finding the second effect. After an initial discussion, student pairs are directed to find and record the remaining two effects on the chart. As they fill in these columns, students are encouraged to also write down relevant questions or conclusions in the third column. This chart inserts the Federal Government as the agent that opens up more land in the Southeast. Student Worksheet What caused the cotton boom in the South? Cause Because Effect As a result.. Questions/ Conclusions Whitney s invention of the cotton gin [the cotton gin] made cotton so profitable [the Federal Government] opened up more land for cotton farmers in the Southeast development of new types of cotton plants made cotton so profitable southern farmers abandoned other crops in favor of growing cotton Teacher Key What caused the cotton boom in the South? Cause Because Whitney s invention of the cotton gin [the cotton gin] made cotton so profitable [the Federal Government] opened up more land for cotton farmers in the Southeast development of new types of cotton plants Effect As a result.. made cotton so profitable southern farmers abandoned other crops in favor of growing cotton The removal of Native Americans helped spread cotton production throughout the South as far West as Texas Questions/ Conclusions (sample questions) Why wasn t cotton profitable before? What other crops were grown? What happened to the Native Americans? How could the government remove them? Why was cotton so important? (New types of cotton plants allowed planters to grow in different/drier climates than the original southern cotton states editor s note). Image: Eli Whitney s Cotton Gin, from the Library of Congress: http://www.loc.gov/pictures/item/npc2008000903/ 17 California History-Social Science Project, Common Core Issue

T H E S O U R C E After completing the chart, the class turns again to the initial question: What caused the cotton boom in the South? Using their completed chart and the paragraph frame provided below, students can then write a short, one-paragraph response to the question. Student Paragraph Frame What caused the cotton boom in the South? Topic sentence: Due to the invention of the cotton gin In response, Additionally, As a result, Teacher Key The following is an example paragraph developed as a possible student answer. What caused the cotton boom in the South? The cotton gin caused the cotton boom in the south. Due to the invention of the cotton gin, cotton became much more profitable. In response, Southern farmers abandoned growing other crops and grew more cotton. Additionally, the United States Government removed Native Americans so there would be more land to grow cotton. New kinds of cotton plants were also developed. As a result, people grew cotton all throughout the south and as far west as Texas. Possible Inference Question: How did the invention of the cotton gin impact the spread of slavery? Notes 1 Mary J. Schleppegrell, The Language of Schooling (New Jersey: Lawrence Erlbaum Associates, 2004). 2 United States History: Independence to 1914 (Austin, Texas: Holt, Rinehart and Winston, 2006), 378. This lesson was written by Donna Leary, former Site Director of the UC Berkeley History-Social Science Project. California History-Social Science Project, Common Core Issue 18

T H E S O U R C E Don t Be Afraid of the Common Core by Mary Miller, Co-Site Director, UCLA History-Geography Project The more we at UCLA have looked at the Common Core State Standards (CCSS) at least in their present form the less concerned we are about how history teachers will be able to address this new mandate. Because we have had the good fortune to work with teachers long-term in our Teaching American History grants and summer institutes, we have seen the development of many lessons addressing critical aspects of the CCSS, which can be boiled the down to a few key terms: Analysis Evidence Varied sources (primary and secondary, visual, graphic, videos, maps, etc.) Text structure Perspective of author(s) Fact/opinion and claims/reasoned judgment Chronology and causation/explanation In truth, teachers can feel confident that they are heeding the demands of the CCSS if they just keep in mind analysis, evidence, and perspective. (I m deliberately avoiding switching those terms around for fear that it would result in the cry Remember APE! or PEA is the key! ) What does this mean in actual practice? In the Spring, 2012 Source, we wrote about our summer Cities Institute where we integrated CCSS thinking in our planning. We spent three wonderful days learning about Rome, Constantinople, Chinese Imperial Cities, and Tenochtitlan. Of course, their physical forms and styles of political organization were interesting topics, but more valuable were our investigations of the reasons they were located where they were, which required analysis of geographic sites and evidence based on maps and images. We also looked at why they declined, a question to which there were no easy answers. Did Rome collapse because of overextension (a geographic perspective) or because of barbarian attacks (a military perspective)? Clearly, no one viewpoint can capture all the elements of such a complex phenomenon, particularly one that occurred over time and space, but these how s and why s of history are both more interesting and more valuable in developing students critical thinking skills. Our longer Places and Time: L.A. History and Geography and Library of Congress institutes allowed participants to actually develop full lessons. The richest of these focused on comparisons of places, 19 California History-Social Science Project, Common Core Issue

T H E S O U R C E social structures, or perspectives. Participants asked their students to analyze two or more cultures or ideas using graphic organizers that called for evidence from primary sources. Savvy teachers know that many of the relevant documents are challenging for students so they carefully excerpted key passages or used images to make these materials accessible for all. Sherry Scott and Terry Sanders, fifth grade teachers at Dickison Elementary School in the Compton Unified District, for example, created a lesson using illustrations from the Library of Congress collection. Students were first asked to analyze the drawings contents, then reflect on the reasons for their creation, and ponder what additional questions they had about the content. Following guided reading, they were then to sort Revolutionary era events into categories (economic, religious, or political) and decide which of those elements was the most influential in determining whether or not to separate from England. The lesson concluded with a carefully structured essay incorporating evidence from their studies. We are looking forward to seeing how this lesson played out in their classrooms when they and the other enthusiastic participants return in February for a follow-up session. In summary, we believe that focusing on the thinking behind the Common Core State Standards can only help us develop more skilled and thoughtful students. Not only is this an essential element of modern citizenship, but in our increasingly diverse world where the specific content of occupations is often best learned on the job, employers will value job-seekers who have been trained to analyze, use evidence, and engage with multiple perspectives. Facing page image: Constantinople. Mosque of St. Sophia and Constantinople. Image from the Library of Congress: http://www.loc.gov/pictures/item/mpc2010000637/pp/ resource/ Above image: Los Angeles City Hall. Image from the Library of Congress: http://www.loc.gov/pictures/item/ ca1261.photos.322282p/ California History-Social Science Project, Common Core Issue 20

T H E S O U R C E Why Did! Lincoln Fight? A History Blueprint Lesson Abraham Lincoln s public justification for war evolved over his years in public office. In fact, the entire meaning of freedom and equality - ideals of the Declaration of Independence - evolved during the war as well. As a senatorial candidate in the 1850s, Lincoln argued for the preservation of the Union and against the expansion of slavery to the west. As the war progressed, he placed a greater emphasis on freedom and the abolition of slavery. While Lincoln s most famous act may have been freeing the slaves and so bringing a new birth of freedom, some historians argue that this was not his original intention. The California History-Social Science Project completed its first History Blueprint Unit in 2011. The Civil War unit covers the 8th Grade Civil War standard, and centers on the question: Was the Civil War a war for freedom? The unit is comprised of 8 lessons, each of which aligns with Common Core reading and writing standards to develop student literacy. What follows is an excerpt from Lesson #5: Lincoln s Speeches. Like all Blueprint curriculum, this unit centers on a question of historical significance and includes analysis of relevant primary sources in order to develop an evidence-based interpretation or argument. This unit asks students to consider Lincoln s motivations through a close reading of his public statements in order to answer the central question of the lesson: Why Did Lincoln Fight? Lesson #5 gives students the opportunity to make their own interpretations to answer the focus question based on specific evidence from Lincoln s speeches and comparisons with the Declaration of Independence. This particular excerpt centers on Lincoln s Gettysburg Address, delivered on November 19, 1863 at the dedication of the Gettysburg cemetery, six months after the infamous battle that resulted in more than 50,000 Confederate and Union casualties. The lesson utilizes a sentence deconstruction activity, a literacy strategy designed to help students understand Lincoln s symbolism, abstraction, and 19 th -century prose. Basic directions are described on the next page; see CW5.4, unit page 227, for additional context and step-by-step instructions for this lesson. For more information and a free download of the entire unit, including all teacher resources, visit: http:// chssp.ucdavis.edu/programs/historyblueprint. Abraham Lincoln, three-quarter length portrait. Image from the Library of Congress: http://www.loc.gov/pictures/item/ 2009630693/ 21 California History-Social Science Project, Common Core Issue

T H E S O U R C E Procedures: 1. Distribute excerpt of The Ge>ysburg Address to students, with a brief outline of the background of the address, emphasizing the historical context of the speech. 2. Read or have students read the excerpt aloud, and then silently to themselves. Direct students to underlined the sentence(s) that gives Lincoln s reason(s) for figh@ng the war. 3. Distribute Sentence Deconstruc)on chart. Working closely with your students, have them fill in the first four columns of the chart using the text of the Address, paying close auen@on to the parts of speech and how they help create meaning for the reader or audience. 4. Finally, have students work in pairs or as a whole group to answer the ques@ons listed in the fixh column. Discuss to make sure students both comprehend the text and understand its significance. 5. Using text from the Address as evidence, return to the focus ques@on: Why Did Lincoln Fight? Bulletin Board from Sarah Schnack s Blueprint pilot classroom. California History-Social Science Project, Common Core Issue 22

T H E S O U R C E Student Handout #1: Background: Six months after the Union victory in the Battle of Gettysburg, Lincoln gave this speech as part of a dedication of the Gettysburg cemetery. 23,000 Union and 28,000 Confederacy soldiers died at the battle of Gettysburg: Speech: Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth. Gettysburg Address Wordle 23 California History-Social Science Project, Common Core Issue

T H E S O U R C E Student Handout #2: Sentence Deconstruction -Time marker -Connector words -Prepositional phrase -Circumstances Historical Actors Verbs / Verb (who is doing this?) Phrases Who, What, Where Message Questions or Conclusions It is rather for us (our country) to the great task remaining before us that from these honored dead to that -- that we What was the unfinished task? we cause for which they increased devotion the last full How did Lincoln think the people could honor those who died? ( ) here measure of devotion that these dead in vain -- that this nation, under God, a new birth of freedom What does a new birth of freedom mean? -- and that government of the people, by the people, for the people, from the earth. Why did Lincoln think the people of the Union should continue fighting the war? The Battle of Gettysburg. Image from the Library of Congress http://www.loc.gov/pictures/item/90709061/. California History-Social Science Project, Common Core Issue 24

T H E S O U R C E Teaching Writing: Planning and Implementing a Standards-Based Program In order for students to engage in the study of history, they must write. Writing is the primary mode of knowledge production for the history discipline. Historians analyze and synthesize source-based evidence and answer relevant questions by developing interpretations, or arguments about historical events. The history classroom is a primary site for students to gain experience writing non-fiction, informational text. This is exactly the type of writing that is required by the newly-adopted Common Core State Standards. These standards are designed to be robust and relevant to real careers. A consortium of researchers, educators, politicians, and business professionals created these national standards so that K-12 students would achieve the reading, writing, speaking, and listening skills that are necessary for success in academia and the business world for the 21st century. The standards require students to write in the history classroom and mandate that all secondary students engage in both informative and explanatory writing as well as argumentative writing tasks. Teachers and scholars with the California History Social-Science Project have developed a research-based and standards-aligned curriculum, Teaching Writing: Planning and Implementing a Standards-Based Program, to support educators as they incorporate the new writing standards. Most importantly, the curriculum helps teachers develop an effective writing program for their history classrooms. The curriculum is organized into two parts. The first section, Planning for Writing, provides teachers with the support they need to develop a year-long writing program as well as planning tools for developing unit or lesson level writing prompts. In the second section, Implementing History Writing, teachers will be introduced to practical examples of a range of writing genres, including Cause and Effect and Compare and Contrast. Given the Common Core State Standards emphasis on developing students ability to do research in multi-media formats, the curriculum also includes instruction in research papers and websites. On a practical note, the genres included in the curriculum align with the Advanced Placement History exam. Given that writing instruction will increase academic literacy and opportunities for all students particularly English Learners Teaching Writing argues that writing instruction should not only be reserved for advanced students, but must be included in all history classrooms. Teaching Writing: Planning and Implementing a Standards-Based Program lessons have been tested in a variety of classroom settings. Qualitative analysis of research data from piloting classrooms demonstrates that the professional development improved teachers academic literacy expertise and increased their efficacy at improving student literacy. These teachers increased their explicit writing instruction and consequently noticed increased achievement in their classrooms. One teacher reported, I have seen a tremendous growth of writing in my class. Another teacher reflecting on his students growth commented, I can already see a positive difference in my students writing this year as opposed to last year. Evaluation results of middle and high school students support teacher observations. An external research report found that treatment group students outperformed comparison group students in the areas of reading comprehension and written historical analysis. Additionally, these gains were also consistent for English Learners who were a part of the treatment group. 1 We look forward to working with teachers, schools, and districts to implement rigorous writing programs to build upon the hard work of teachers and students in our state. Notes 1 Improving Teacher Quality grant in Santa Ana Unified and Orange Unified in partnership with UC Irvine History Project evaluated by Continuous Improvement Associates in 2009. 25 California History-Social Science Project, Common Core Issue

T H E S O U R C E Cause and Effect A strategy to support identifying cause and effect in writing a paragraph. Contact Nicole Gilbertson, Director of the The History Project at UC Irvine, to learn more about Teaching Writing: Planning and Implementing a Standards-Based Program. More information can also be found at: http://www.humanities.uci.edu/history/ucihp/ literacy_institute/index.php California History-Social Science Project, Common Core Issue 26

T H E S O U R C E Rewriting History T by Emily Markussen-Sorsher, The History Project at UC Irvine he students in today s classrooms will face new challenges when they graduate; jobs have changed, as have the skills they require of their entry-level workers. In an effort to secure our economic success in the next generation, political and educational leaders created the Common Core State Standards (CCSS). At the heart of the Common Core are the College and Career Readiness Anchor Standards, which reinforce the mission of the CCSS to ready students for the new global economy. With all signs pointing to an economic future focused on the science, technology, engineering, and mathematics fields, history must find a new way to contribute to our students futures. For over two decades, the California History-Social Science Project has emphasized the critical thinking skills that are crucial to success in the modern workforce research, analysis, and synthesis. These are reflected in the new literacy goals that are shared across the curriculum. The CCSS focus on three types of writing argument, informative/explanatory, and narrative. Students should demonstrate their understanding through writing that conveys complexity of ideas, the synthesis of research, and well-honed language techniques. For students in the 8 th grade, these three types of writing should be equally balanced; by the 12 th grade, argumentative and explanatory assignments should account for 40% each of a student s work, while narrative is relegated to 20% (a reflection of the needs of the modern workforce). These categories present opportunities for history teachers to focus on literacy and give students practice for CCSS assessments. The new computer-adaptive testing will involve performance task items, which ask the students to synthesize and evaluate research in order to make an argument. Many of the new standards capitalize on the current Historical and Social Sciences Analysis Skills outlined in the California State Standards. A focus on research, interpretation, evaluation, and explanation of connections is crucial to success on CCSS writing assignments. The new standards take these prioritized skills one step further and organize them into specific categories of writing (see Types of Common Core Writing on next page). In short, the Common Core expands upon the skills that teachers already knew were most effective for our students. Teachers should ensure that writing assignments are part of their regular classroom routine, scaffolding students through the research, analysis, and synthesis skills that prepare them for rigorous college courses, expanding career options, or whatever their future may hold. 27 California History-Social Science Project, Common Core Issue

T H E S O U R C E Types of Common Core Writing Argument emphasizes an ability to interpret complex events and make connections between historical moments and larger trends in politics, economics, and social phenomena. Common Core focuses on the use of evidence in these assignments, where students will need to gather, evaluate, and use information to support a claim in argumentative style writing. For history teachers, this will mean routinely scaffolding activities such as Document Based Questions, wherein students answer text-dependent questions from given excerpts of primary sources. Students are required to use a variety of primary and secondary sources including graphs, tables, literature, and narratives, with special attention to point of view. Appendix B of the CCSS includes suggested sources for students. Informative or Explanatory captures the standards in Chronological and Spatial Thinking, with exercises in sequencing, cause and effect, and comparison. Current CHSSP practices on summary writing will be beneficial to teachers adopting the Common Core. As students matriculate, summaries are to include a carefully balanced body of research, with a final product that presents a synthesis of information that has been carefully selected and organized to provide insightful analysis of difficult concepts. This writing exercise prepares students to produce a succinct summary from a wide-ranging body of research, a skill necessary in college and career readiness. Narrative encourages the use of narrative devices (rhetoric, figurative and sensory language) to weave historical narratives into an argumentative or explanatory essay. Students use the same Research, Evidence, and Point of View California standards to examine bias in narratives and the value of narratives as evidence. With this new twist, perspective becomes a tool students use to drive home their point in a speech, dissertation, or job application. California History-Social Science Project, Common Core Issue 28

The Civil War A Common Core Program Curriculum, Assessments, Student Literacy & Teacher Professional Development

University of California, Davis CHS7 One Shields Ave Davis, CA 95616 Common Core Resources The California Board of Education adopted the Common Core State Standards on August 2, 2010. See below for links to relevant information regarding these standards. California Department of Education, Common Core State Standards Resources: http://www.cde.ca.gov/ci/cc/ Common Core State Standards Initiative Homepage: http://www.corestandards.org/ Frequently asked questions about the Common Core State Standards: http://www.cde.ca.gov/ci/cc/ccssfaqs2010.asp ASCD, an endorsing partner, hosts a Common Core Resource Page: http://www.ascd.org/common-core-state-standards/common-core.aspx Videos on implementing the Common Core Standards: https://www.teachingchannel.org/videos?page=1&categories=topics_common-core http://www.youtube.com/user/thehuntinstitute Common Core Toolkit from Partnership for 21st Century Skills: http://www.p21.org/tools-and-resources/publications/p21-common-core-toolkit Share My Lesson information center for the CCSS: http://www.sharemylesson.com/article.aspx?storycode=50000148 Curricula and lesson plans, and Common Core forum. Like us on Facebook! http://www.facebook.com/pages/california- History-Social-Science-Project/194311503921396

TEACHING GUIDE Handout 3: Seven Teacher Moves for Leading Discussion in History 1. Asking for textual support: The teacher requires that students back their claims with evidence from the documents. Example: Can you find a quote in the document that supports your argument that the Texans wanted to keep slaves? 2. Revoicing: The teacher rephrases an idea that a student is struggling to express as a means of distilling the key argument and helping other students place the comment in the framework of the larger discussion. Example: It sounds like you re saying that Benjamin Lundy was an abolitionist, so we can t completely take him at his word about Texas. So you agree with Jennifer that the Texans truly believed the Mexican government was violating their rights because the only person who says they wanted to expand slavery is Lundy and he s not a reliable source in this case. 3. Prompting Counter-argument: The teacher poses or prompts a counter-argument to challenge a particular student s interpretation. Example: Does anyone have a different interpretation? Who disagrees? 4. Uptake: The teacher incorporates prior comments/ideas into subsequent questions. Example: That sounds a little bit like what Thomas was saying earlier.... Does anyone want to build on Jennifer s argument? 5. Stabilizing the Context: The teacher pauses discussion to review content knowledge relevant to the discussion at hand: Example: Let s just make sure we re all on the same page. The Missouri Compromise established what? And Texas was where? So if Texas were to become a state, would it be a slave or free state? 6. Questioning the Text: The teacher prepares questions about specific parts of the text that yield themselves to multiple interpretations. Example: What does Lundy mean when he says, We have been asked to believe that the inhabitants of Texas have been fighting to maintain the sacred principles of Liberty, and the natural, inalienable Rights of Man:---whereas, their motives have been exactly the opposite? 7. Modeling: The teacher thinks out loud and exposes how he/she works through a complicated idea in a text (e.g., how to reconcile a contradictory statement, decipher difficult prose, or interpret evocative language). Example: One of the things I m wondering as I read this is why the Texas Declaration of Independence says life, liberty, and property instead of life, liberty, and the pursuit of happiness. It makes me wonder if the Mexican government was taking the settlers property, or maybe this is a reference to the abolition of slavery? Source: http://teachinghistory.org/teaching-materials/teaching-guides/25620 TEACHINGHISTORY.ORG is funded by the U.S. Department of Education (ED-07-CO-0088).

Texas Independence Lesson Plan Central Historical Question: Why did Texans declare independence from Mexico in 1836? Materials: United Streaming Video Segment: 1835-1836 Revolution in Texas (a segment of The Mexican War): http://player.discoveryeducation.com/index.cfm?guidassetid=af61ae4d- CEBA-41F8-865B-FD7A3EF47557&blnFromSearch=1&productcode=US Copies of Texas Independence Documents A-D Copies of Texas Independence Graphic Organizer Plan of Instruction: 1. Introduction: Have students watch United Streaming video segment: 1835-1836 Revolution in Texas (a segment of The Mexican War): http://player.discoveryeducation.com/index.cfm?guidassetid=af61ae4d- CEBA-41F8-865B-FD7A3EF47557&blnFromSearch=1&productcode=US (Optional) Mini-lecture that lays out chronology of Texas Independence: o Mexican Independence 1821. o Immigration of Anglos into territory throughout 1820s, 1830s. o Americans agreed to uphold Mexican Constitution of 1824. o Mexico outlawed slavery in 1829. o Santa Anna took over 1833 overthrew the Constitution of 1824 and instituted some major changes. o War in Texas began as a Civil War between Federalists (Mexicans and Americans who wanted the Constitution back) and Santa Anna. o But then Texans declared independence 1836 they didn t just want the Constitution of 1824, they wanted to be their own country. Ultimately, Texans won and Texas became its own country. In 1845, the U.S. annexed Texas and it became the 28 th state. This caused major problems with Mexico and started the Mexican- American war. The U.S. won that war and annexed a huge swath of land. 2. TRANSITION: Introduce inquiry question: Why did Texans declare independence from Mexico in 1836? Texas Independence

Elicit student hypotheses based on the video segment (i.e., Texans were angry that Mexico closed border to further Anglo settlement; Texans wanted slaves; Texans wanted to join U.S.). 3. Hand out Texas Independence Documents A-D. Students use graphic organizer to read documents and answer inquiry question. 4. Discussion questions: Why did Texans declare independence? Were Texans justified in declaring independence? Were these honorable men, fighting for freedom, or greedy slaveholders? What evidence from the documents supports your position? Which of these pieces of evidence do you find more/less trustworthy? Why? Why do historians still debate this question? Once Texas declares and wins its independence, is the U.S. free to annex it? Why would Mexico object to the American annexation of Texas? Citations: Texas Declaration of Independence (March 2,1836). http://avalon.law.yale.edu/19th_century/texdec.asp de la Teja, Jesus F. (1997), "The Colonization and Independence of Texas: A Tejano Perspective", in Rodriguez O., Jaime E.; Vincent, Kathryn, Myths, Misdeeds, and Misunderstandings: The Roots of Conflict in U.S. Mexican Relations, Wilmington, DE: Scholarly Resources Inc., pg. 89. http://en.wikipedia.org/wiki/mexican_texas#rising_racial_tension Juan Seguin, Alamo Defenders' Burial Speech, April 4, 1837. http://www.tamu.edu/ccbn/dewitt/tejanopatriots.htm Benjamin Lundy, The War in Texas in 1836, http://www.tamu.edu/ccbn/dewitt/lundy.htm Copyright 2009, Avishag Reisman and Bradley Fogo. Texas Independence

Document A (Modified) Texas Declaration of Independence (March 2,1836) [Adapted] When a government has ceased to protect the lives, liberty and property of the people... it is the right of the people to abolish such government, and create another one that will secure their future welfare and happiness. General Santa Anna, has overturned the constitution of his country, and now offers us the cruel option either to abandon our homes, or submit to the most intolerable of all tyranny. The Mexican government has failed to establish any public system of education It denies us the right of worshipping the Almighty as we want to It has demanded that we give up our arms, which are essential to our defense It has invaded our country both by sea and by land, with intent to lay waste our territory, and drive us from our homes It has encouraged the merciless Indians to massacre the inhabitants of our defenseless frontiers. We, therefore, do hereby resolve and declare, that our political connection with the Mexican nation has forever ended, and that the people of Texas do now constitute a free, Sovereign, and independent republic Texas Independence

Document B (Modified) We cannot trust the Anglo-American colonists because they are continually demonstrating that they refuse to follow our laws, unless it is convenient for them. We will have many problems if we do not stop their disrespectful behavior by stationing soldiers and a Mexican judge in each settlement. They have been using their own colonists as judges and practicing their own laws, forgetting that they swore to obey the laws of Mexico. Source: The letter above was written by Rafael Antonio Manchola, a Tejano (Mexican living in Texas). He wrote this letter about the Anglo-Americans in 1826 to a military commander. Document C (Modified) Colonel Juan Seguin's Alamo Defenders' Burial Speech, April 4, 1837 Companions in Arms!! These remains which we have the honor of carrying on our shoulders are those of the brave heroes who died in the Alamo. Yes, my friends, they preferred to die a thousand times rather than submit themselves to the tyrant's yoke. Yes, soldiers and fellow citizens, these are the worthy beings who, by the twists of fate, delivered their bodies to the ferocity of their enemies. I invite you to declare to the entire world, "Texas shall be free and independent or we shall perish in glorious combat." Source: Colonel Juan Seguin's Alamo Defenders' Burial Speech, April 4, 1837. Seguin was a Mexican who supported the Texas Revolution and fought with the American settlers against General Santa Anna. This speech was given at the burial of the men who died at the Alamo. Texas Independence

Document D (Modified) We have been asked to believe that the inhabitants of Texas have been fighting to maintain the sacred principles of Liberty, and the natural, inalienable Rights of Man:---whereas, their motives have been exactly the opposite. The immediate cause and main goal of this war led by the slaveholders of this country, (with land speculators and slave traders)---has been to grab the large and valuable territory of Texas from the Mexican Republic, in order to reestablish the SYSTEM OF SLAVERY; to open a vast and profitable SLAVEMARKET; and, ultimately, to annex it to the United States. Source: Benjamin Lundy became active in the antislavery movement in the 1820s. He organized abolitionist societies, lectured extensively, and contributed to many abolitionist publications. He wrote this pamphlet called The War in Texas in 1836. Lundy argued that the Texas revolution was a slaveholders' plot to take Texas from Mexico and to add slave territory to the United States. Texas Independence