ANALISIS DE FUENTES HISTORICAS, STANFORD UNIVERSITY EE UU-

RIW-SHEG-Integration-PPT.pptx
Manejo de fuentes históricas.
Metódo
burbuja historica

Universidad de Stanford
USA

PLANIFICACIÓN DE TRABAJOS ACADEMICOS CON TALLERES
PRESENCIALES Y VIRTUALES

Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 140 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 “flagship” assessments, each marked with a ribbon. Flagship assessments (e.g., The First Thanksgiving) have extended features, including annotated sample student responses and “Going Deeper” videos that provide insights into the assessments and ideas for how to use them. The rest of the assessments are “alternative version” assessments (e.g., Napoleon’s Retreat). Each alternative version assessment features different Library of Congress documents but takes the same form as its flagship. Even if you don't use the flagship assessment, the student responses and videos are useful for understanding the alternative versions. Beyond the Bubble was created with the support of the Library of Congress’s Teaching with Primary Sources (TPS) program.

https://inquirygroup.org/list-history-assessments-thinking

Reading Like a Historian
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills.

This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. To learn more about how to use Reading Like a Historian lessons, watch these videos about how teachers use these materials in their classrooms.

1. Settlement House Movement Investigation This work is licensed under a Creative Commons Attribution 4.0 International License .  2020 Read.Inquire.Write. • University of Michigan • 48109 • [email protected] • This content can be re-used in noncommercial work if attribution is given to the authors: The Read.Inquire.Write . team at the University of Michigan. Indicate if the original was changed. Revised 4.11.20

2. What were the attitudes of settlement house social reformers towards immigrants? Attribution : Photo of Jane Addams taken from the Library of Congress

3. Day 1

4. Making Connections: (questions that prompt students to make connections to personal/prior academic knowledge) Attribution: (description of context) (visual or video or text to make connections)

5. Share out!

6. Building Background (mini-lecture, video clips, images, or textbook work that prepares students for the investigation with relevant background knowledge) (this information can be intentionally one-sided or “flawed” in order to give students the chance to build a more complete understanding throughout the investigation) * *Attribution : Reisman, A. (2012). The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers.  Journal of Curriculum Studies ,  44 (2), 233-264.

7. Building Background: Key Terms & Ideas Progressive Era Settlement House Condescending Chaperonage Tenement Assimilationist

8. Share out!

9. Central Question What were the attitudes of settlement house social reformers towards immigrants?

10. Our Assignment: Settlement House Textbook Revision Some historians argue that settlement house workers were generous and helpful, while other historians argue they were condescending assimilationists. Your textbook company is publishing a new edition of their US History textbook and wants to revise this section of the textbook after reviewing different people’s ideas about this topic. Write an email to the publishing company that makes a one-sided argument (an “interpretation”) in response to the question, “What were the attitudes of settlement house social reformers’ towards immigrants?” Defend your claim using evidence and reasoning.

11. Day 2

12. Central Question What were the attitudes of settlement house social reformers toward immigrants?

13. Document A : American Vision Textbook Excerpts (fill in focus bookmark question) Headnote : The excerpt below comes from a 2003 version of The American Vision, a US History textbook published by McGraw Hill Publishing. McGraw Hill is one of the largest textbook publishing companies in the country. The Social Gospel Document A: Textbook Excerpts From about 1870 until 1920, reformers in the Social Gospel movement worked to better conditions in cities according to the biblical ideals of charity and justice. An early advocate of the Social Gospel, Washington Gladden, a minister from Columbus, Ohio, tried to apply what he called “Christian law” to social problems. . . . Walter Rauschenbusch, a Baptist minister who spent nine years serving in a church in one of New York City’s poorest neighborhoods, later led the Social Gospel movement. As he put it, “The Church must either condemn the world and seek to change it, or tolerate the world and conform to it.” Unlike Social Darwinists, Rauschenbusch believed that competition was the cause of many social problems, causing good people to behave badly. The Settlement House Movement In a way, the settlement house movement was an offshoot of the Social Gospel movement. It attracted idealistic reformers who believed it was their Christian duty to improve living conditions for the poor. During the late 1800s, reformers such as Jane Addams established settlement houses in poor neighborhoods. In these establishments, middle-class residents lived and helped poor residents, mostly immigrants. Addams, who opened the famous Hull House in Chicago in 1889, inspired many more such settlements across the country, including the Henry Street Settlement run by Lillian Wald in New York City. The women who ran settlement houses provided everything from medical care, recreation programs, and English classes to hot lunches for factory workers. Their efforts helped shape the social work profession, in which women came to play a major role. “We renew our pledge of devotion to the cause of complete United Nations’ victory. We reaffirm our pledge of unity with the workers and the plain people of all nations, including the occupied nations, in the common struggle for freedom and for life itself.” Attribution: Appleby, J., Brinkley, A., Broussard, A., McPherson, J., & Ritchie, D., The American Vision, 2003 .

14. Reasoning about the source… What does the textbook excerpt help you understand about social reformers attitudes toward immigrants? ______________________________________________________________________________________________________________________ (2) How reliable is this source for understanding social reformers attitudes toward immigrants? Reliable – Unreliable – (3) Box the parts of the source that help you think about the central question.

15. Bookmark Reading Guide

16. Headnote : The excerpt below comes from a 2003 version of The American Vision, a US History textbook published by McGraw Hill Publishing. McGraw Hill is one of the largest textbook publishing companies in the country. Textbook Excerpts (Document A) The Social Gospel Document A: Textbook Excerpts From about 1870 until 1920, reformers in the Social Gospel movement worked to better conditions in cities according to the biblical ideals of charity and justice. An early advocate of the Social Gospel, Washington Gladden, a minister from Columbus, Ohio, tried to apply what he called “Christian law” to social problems. . . . Walter Rauschenbusch, a Baptist minister who spent nine years serving in a church in one of New York City’s poorest neighborhoods, later led the Social Gospel movement. As he put it, “The Church must either condemn the world and seek to change it, or tolerate the world and conform to it.” Unlike Social Darwinists, Rauschenbusch believed that competition was the cause of many social problems, causing good people to behave badly. The Settlement House Movement In a way, the settlement house movement was an offshoot of the Social Gospel movement. It attracted idealistic reformers who believed it was their Christian duty to improve living conditions for the poor. During the late 1800s, reformers such as Jane Addams established settlement houses in poor neighborhoods. In these establishments, middle-class residents lived and helped poor residents, mostly immigrants. Addams, who opened the famous Hull House in Chicago in 1889, inspired many more such settlements across the country, including the Henry Street Settlement run by Lillian Wald in New York City. The women who ran settlement houses provided everything from medical care, recreation programs, and English classes to hot lunches for factory workers. Their efforts helped shape the social work profession, in which women came to play a major role.   “We renew our pledge of devotion to the cause of complete United Nations’ victory. We reaffirm our pledge of unity with the workers and the plain people of all nations, including the occupied nations, in the common struggle for freedom and for life itself.” Attribution: Appleby, J., Brinkley, A., Broussard, A., McPherson, J., & Ritchie, D., The American Vision, 2003 Headnote Gives background about the source & the author Source The ACTUAL WORDS said or written Attribution Information about where the source comes from (author, date, etc.) Parts of the document

17. Headnote : The excerpt below comes from a 2003 version of The American Vision, a US History textbook published by McGraw Hill Publishing. McGraw Hill is one of the largest textbook publishing companies in the country. Textbook Excerpts (Document A) The Social Gospel Document A: Textbook Excerpts From about 1870 until 1920, reformers in the Social Gospel movement worked to better conditions in cities according to the biblical ideals of charity and justice. An early advocate of the Social Gospel, Washington Gladden, a minister from Columbus, Ohio, tried to apply what he called “Christian law” to social problems. . . . Walter Rauschenbusch, a Baptist minister who spent nine years serving in a church in one of New York City’s poorest neighborhoods, later led the Social Gospel movement. As he put it, “The Church must either condemn the world and seek to change it, or tolerate the world and conform to it.” Unlike Social Darwinists, Rauschenbusch believed that competition was the cause of many social problems, causing good people to behave badly. The Settlement House Movement In a way, the settlement house movement was an offshoot of the Social Gospel movement. It attracted idealistic reformers who believed it was their Christian duty to improve living conditions for the poor. During the late 1800s, reformers such as Jane Addams established settlement houses in poor neighborhoods. In these establishments, middle-class residents lived and helped poor residents, mostly immigrants. Addams, who opened the famous Hull House in Chicago in 1889, inspired many more such settlements across the country, including the Henry Street Settlement run by Lillian Wald in New York City. The women who ran settlement houses provided everything from medical care, recreation programs, and English classes to hot lunches for factory workers. Their efforts helped shape the social work profession, in which women came to play a major role.   “We renew our pledge of devotion to the cause of complete United Nations’ victory. We reaffirm our pledge of unity with the workers and the plain people of all nations, including the occupied nations, in the common struggle for freedom and for life itself.” Attribution: Appleby, J., Brinkley, A., Broussard, A., McPherson, J., & Ritchie, D., The American Vision, 2003 BOOKMARK PART 1

18. Headnote : The excerpt below comes from a 2003 version of The American Vision, a US History textbook published by McGraw Hill Publishing. McGraw Hill is one of the largest textbook publishing companies in the country. Textbook Excerpts (Document A) The Social Gospel Document A: Textbook Excerpts From about 1870 until 1920, reformers in the Social Gospel movement worked to better conditions in cities according to the biblical ideals of charity and justice. An early advocate of the Social Gospel, Washington Gladden, a minister from Columbus, Ohio, tried to apply what he called “Christian law” to social problems. . . . Walter Rauschenbusch, a Baptist minister who spent nine years serving in a church in one of New York City’s poorest neighborhoods, later led the Social Gospel movement. As he put it, “The Church must either condemn the world and seek to change it, or tolerate the world and conform to it.” Unlike Social Darwinists, Rauschenbusch believed that competition was the cause of many social problems, causing good people to behave badly. The Settlement House Movement In a way, the settlement house movement was an offshoot of the Social Gospel movement. It attracted idealistic reformers who believed it was their Christian duty to improve living conditions for the poor. During the late 1800s, reformers such as Jane Addams established settlement houses in poor neighborhoods. In these establishments, middle-class residents lived and helped poor residents, mostly immigrants. Addams, who opened the famous Hull House in Chicago in 1889, inspired many more such settlements across the country, including the Henry Street Settlement run by Lillian Wald in New York City. The women who ran settlement houses provided everything from medical care, recreation programs, and English classes to hot lunches for factory workers. Their efforts helped shape the social work profession, in which women came to play a major role.   “We renew our pledge of devotion to the cause of complete United Nations’ victory. We reaffirm our pledge of unity with the workers and the plain people of all nations, including the occupied nations, in the common struggle for freedom and for life itself.” Attribution: Appleby, J., Brinkley, A., Broussard, A., McPherson, J., & Ritchie, D., The American Vision, 2003 BOOKMARK PART 1 …transition words or introductory phrases…

19. Textbook Excerpts (Document A) Headnote : The excerpt below comes from a 2003 version of The American Vision, a US History textbook published by McGraw Hill Publishing. McGraw Hill is one of the largest textbook publishing companies in the country. The Social Gospel Document A: Textbook Excerpts From about 1870 until 1920, reformers in the Social Gospel movement worked to better conditions in cities according to the biblical ideals of charity and justice. An early advocate of the Social Gospel, Washington Gladden, a minister from Columbus, Ohio, tried to apply what he called “Christian law” to social problems. . . . Walter Rauschenbusch, a Baptist minister who spent nine years serving in a church in one of New York City’s poorest neighborhoods, later led the Social Gospel movement. As he put it, “The Church must either condemn the world and seek to change it, or tolerate the world and conform to it.” Unlike Social Darwinists, Rauschenbusch believed that competition was the cause of many social problems, causing good people to behave badly. The Settlement House Movement In a way, the settlement house movement was an offshoot of the Social Gospel movement. It attracted idealistic reformers who believed it was their Christian duty to improve living conditions for the poor. During the late 1800s, reformers such as Jane Addams established settlement houses in poor neighborhoods. In these establishments, middle-class residents lived and helped poor residents, mostly immigrants. Addams, who opened the famous Hull House in Chicago in 1889, inspired many more such settlements across the country, including the Henry Street Settlement run by Lillian Wald in New York City. The women who ran settlement houses provided everything from medical care, recreation programs, and English classes to hot lunches for factory workers. Their efforts helped shape the social work profession, in which women came to play a major role.   “We renew our pledge of devotion to the cause of complete United Nations’ victory. We reaffirm our pledge of unity with the workers and the plain people of all nations, including the occupied nations, in the common struggle for freedom and for life itself.” Attribution: Appleby, J., Brinkley, A., Broussard, A., McPherson, J., & Ritchie, D., The American Vision, 2003 Central question: What were the attitudes of settlement house social reformers toward immigrants? Reasoning about the source… (1) How reliable is this source for understanding the attitudes of social reformers toward immigrants? Reliable – Unreliable – 2) What do the textbook excerpts help you understand about social reformers attitudes? 3) Box the parts of the source that help you think about the central question.

20. Central Question What were the attitudes of settlement house social reformers toward immigrants?

21. Document B: The Spirit of Youth and City Streets One Sunday night at twelve o’clock I had occasion to go into a large public dance hall. As I was standing by the rail looking for the girl I had come to find, a young man approached me and quite simply asked me to introduce him to some “nice girl,” saying that he did not know anyone there. When I replied that a public dance hall was not the best place in which to look for a nice girl, he said: “But I don’t know any other place where there is a chance to meet any kind of a girl. I’m awfully lonesome since I came to Chicago.” And then he added rather defiantly : “Some nice girls do come here. It’s one of the best halls in town.” . . . The public dance halls filled with . . . irresponsible young people in a feverish search for pleasure, are but a sorry substitute for the old dances on the village green in which all of the older people in the village participated. Chaperonage then was not a social duty but natural and inevitable. . . . Let us know the modern city in its . . . wickedness, and then seek to . . . purify it until it shall be free from the grosser temptations which now beset the young people who are living in its tenement houses and working in its factories. …think, want, and experience… Headnote : A large number of dance halls opened in American cities in the early 1900s. The venues offered hours of inexpensive entertainment and were popular among working class young people, many of whom were immigrants. Many social reformers found these dance halls to be inappropriate and pushed to create alternative forms of entertainment for youth, like amusement parks. Attribution: Excerpt from Jane Addams’s book The Spirit of Youth and the City Streets, 1909.

22. Reasoning about the source… What does Jane Addams’s book help you understand about social reformers’ attitudes toward immigrants? ______________________________________________________________________________________________________________________ (2) How reliable is this source for understanding social reformers attitudes toward immigrants? Reliable – Unreliable – (3) Box the parts of the source that help you think about the central question.

23. Central Question What were the attitudes of settlement house social reformers toward immigrants?

24. Day 2 Reflection How do the sources you’ve read so far lead you to answer the question: What were the attitudes of settlement house social reformers toward immigrants? What is helping you develop a response to the question? What is challenging?

25. Day 3

26. Central Question What were the attitudes of settlement house social reformers toward immigrants?

27. Document C: Dance Halls The dances are short – four to five minutes; the intermissions are long – fifteen to twenty minutes; thus ample opportunity is given for drinking… In these same halls obscene language is permitted, and even the girls… carry on indecent conversation, using much profanity, while the less sophisticated girls stand around listening, scandalized but fascinated… Many of the halls are poorly lighted. There is a very little protection in case of fire… A city law should be passed covering the following points:… 2. All dance halls should be made to comply with the regulations of the Building and Fire Departments to ensure proper sanitation and adequate fire protection… 3. The sale of liquor in dance halls or in buildings connected with them should be prohibited… 7. No immoral dancing or familiarity should be tolerated. 8. People under the influence of liquor or known prostitutes should not be permitted in dance halls… 11. There should be an inspector of dance halls who should have in his department a corps of assistants who would regularly inspect the halls and make reports concerning them to him weekly. (fill in focus bookmark question) Headnote: Louise de Koven Bowen was a social reformer and financial supporter of Hull-House. After Jane Addams’s death, Bowen served as president of the Hull-House Association. These are excerpts from an article she wrote about dance halls. Attribution: “Dance Halls,” Louise de Koven Bowen, published in June 1911.

28. AFTER YOU READ… What does the de Koven Bowen’s article help you understand about social reformers attitudes toward immigrants? ______________________________________________________________________________________________________________________ (2) How reliable is this source for understanding social reformers attitudes toward immigrants? Reliable – Unreliable – (3) Box the parts of the source that help you think about the central question.

29. Central Question What were the attitudes of settlement house social reformers toward immigrants?

30. Document D: Immigrants and Their Children An Italian girl who has had lessons in cooking will help her mother to connect the entire family with American food and household habits. That the mother has never baked bread in Italy – only mixed it in her own house and then taken it out to the village oven – makes all the more valuable her daughter’s understanding of the complicated cooking stove. The same thing is true of the girl who learns to sew, and more than anything else, perhaps, of the girl who receives the first simple instruction in the care of little children – that skillful care which every tenement-house baby requires if he is to live through his second summer…. Through civic instruction in the public schools, the Italian woman slowly becomes urbanized… and the habits of her entire family were modified. The public schools in the immigrant neighborhoods deserve all the praise as Americanizing agencies. (fill in focus bookmark question) Headnote : The following text is an excerpt from Chapter 11 of Jane Addam’s book, Twenty Years at Hull-House, (1910). The book was part autobiography and part description and defense of her work as a settlement house social reformer. Attribution: Excerpt from Jane Addams’s book, Twenty Years at Hull-House, (1910). This passage comes from a chapter called “Immigrants and Their Children.”

31. AFTER YOU READ… What does the excerpt from Jane Addams’s book help you understand about social reformers attitudes toward immigrants? ______________________________________________________________________________________________________________________ (2) How reliable is this source for understanding social reformers attitudes toward immigrants? Reliable – Unreliable – (3) Box the parts of the source that help you think about the central question.

32. Document E: Memories of Hull House (Modified) Several days before Christmas 1896 one of my Irish playmates suggested that I go with her to a Christmas party at Hull-House…. I asked her if there would be any Jewish children at the party. She said that there were Jewish children at the parties every year and that no one was ever hurt… The thought began to percolate that things might be different in America. In Poland it had not been safe for Jewish children to be on the streets on Christmas…. At the party, the children of the Hull-House Music School sang some songs, that I later found out were called “Christmas carols.” I shall never forget the…. Sweetness of those childish voices. All feelings of religious intolerance and bigotry faded. I could not connect this beautiful party with any hatred or superstition that existed among the people of Poland. As I look back, I know that I became an American at this party. I was with children who had been brought here from all over the world. The fathers and mothers, like my father and mother, had come in search of a free and happy life. And we were all having a good time at a party, as the guests of an American, Jane Addams. …think, want, and experience… Headnote : The following is an excerpt from Hilda Satt Polacheck’s book, I came a Stranger: The Story of a Hull-House Girl , which she wrote in 1953. In this excerpt, she describes memories from her childhood of spending time at Hull-House in 1896. Attribution: Hilda Satt Polacheck, I came a Stranger: The Story of a Hull-House Girl, 1953

33. AFTER YOU READ… What does Hilda’s story help you understand about social reformers attitudes toward immigrants? ______________________________________________________________________________________________________________________ (2) How reliable is this source for understanding social reformers attitudes toward immigrants? Reliable – Unreliable – (3) Box the parts of the source that help you think about the central question.

34. Central Question What were the attitudes of settlement house social reformers toward immigrants?

35. Weigh the Evidence

36. Weigh the Evidence 6th & 8th

37. WTE Step 1: Sort & discuss evidence… (select 2-4 per investigation) Sort sources by date and place they were created. Which sources agree? Which sources disagree? Which sources were written for similar purposes? Which sources are most useful (relevant) for answering this central question? Which sources are most trustworthy given this central question?

38. *Discuss with your group – Sorting by purpose or by reason the sources were created made me think about…

39. Which sources agree? Group sources by the points or ideas they agree on. Which sources disagree? Group sources by the points or ideas they disagree about. Discuss with your group and sort your source cards -

40. *Discuss with your group – Sorting by points of agreement and disagreement made me think about…

41. Which sources are most useful (relevant) for thinking about the attitudes of social reformers towards immigrants? Least useful? Discuss with your group and sort your source cards -

42. *Discuss with your group – Sorting for usefulness made me think about…

43. Which sources are most trustworthy for responding to: What were the attitudes of settlement house social reformers towards immigrants ? Least trustworthy? Discuss with your group and sort your source cards -

44. *Discuss with your group – Sorting by trustworthiness made me think about…

45. WTE Step 2: Construct & discuss arguments

46. Do people agree that the evidence supports this claim? How do we know? Brainstorm with your group then discuss as a class . Given the evidence, what is one claim that you could make about social reformers’ attitudes toward immigrants? Is this a reasonable response to the Central Question? Why or why not?

47. Do people agree that this evidence supports the claim? If so, how? If not, why not? Brainstorm with your group then discuss as a class - 6th and 8th What are two pieces of evidence you could use to support the claim? (Include source author and quote) Do people think it is useful or trustworthy evidence? Why or why not? EVIDENCE REASONING

48. WTE Step 3: Record arguments in an anchor chart for the class 1. CLAIM: Compare the sources. Then, list possible claims you can make. EVIDENCE: 4. REASONING: How does this evidence support the claim? What is reliable or unreliable about the evidence? 2. Where does the evidence come from (e.g., author, title, date, etc. of source)? 3. What quotations or information from the headnote or attribution support your claim? Claim #1 Claim #2 Claim #3

49. Day 3 Reflection What were the attitudes of settlement house social reformers towards immigrants? Put a on the “Weigh the Evidence” chart next to the strongest interpretation about social reformers’ attitudes towards immigrants. Put an “X” next to the weakest interpretation about social reformers’ attitudes towards immigrants.

50. Day 4

51. Central Question What were the attitudes of settlement house social reformers toward immigrants?

52. Our Assignment: Settlement House Textbook Revision Some historians argue that settlement house workers were generous and helpful, while other historians argue they were condescending assimilationists. Your textbook company is publishing a new edition of their US History textbook and wants to revise this section of the textbook after reviewing different people’s ideas about this topic. Write an email to the publishing company that makes a one-sided argument (an “interpretation”) in response to the question, “What were the attitudes of settlement house social reformers’ towards immigrants?” Defend your claim using evidence and reasoning.

53. INTERPRETATION = CLAIM + EVIDENCE + REASONING

54. Reflect and Discuss What is your claim about settlement house social reformers’ attitudes towards immigrants? Why is it a strong interpretation? What evidence will support your claim? What reasoning explains how or why this evidence backs up your claim?

55. Mentor Text: example assignment Background: A memorial to celebrate the anniversary of the passage of the 19 th amendment is being built in your town. There will be a plaque that describes who was responsible for passing the amendment that granted women the right to vote. Write an email to your local representative that makes a claim about who was responsible for the passage of 19 th amendment.

56. Mentor Text: Example email to Representative Dear Local Representative, The new memorial to celebrate the 19 th amendment should highlight the efforts of women, not the efforts of male law makers. Speeches and images created during the suffrage movement show that women created the moral and legal arguments for suffrage, and it was women who organized marches and protests that influenced the public and lawmakers. Susan B. Anthony’s speech explained the moral and constitutional reasons that women should have the right to vote. In 1873, Anthony gave a speech and said that it was all people who created the United States, “not we, the while male citizens…who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people—women as well as men.” According to the headnote, her speeches were reprinted by popular newspapers. This speech explains why women should have the right to vote, it was heard by many people, and it is reliable because it was written by someone who was alive and a member of the suffrage movement. Therefore, Anthony’s speech is a reliable source that influenced the passage of the 19 th amendment. According to the headnote of the picture of Alice Paul taken in 1913, she and the National American Woman Suffrage Association were responsible for organizing the first large march to protest for suffrage. The protest was held in Washington, D.C. and 8,000 people participated. This source corroborates the information in Anthony’s speech and makes me think both sources are reliable. In conclusion, the sources show that women led the effort to secure the right to vote by making speeches and organizing marches and protests. Therefore, because women are responsible for the 19 th amendment, their efforts should be highlighted on the new memorial.

57. Analyze Mentor Text What is the CLAIM in this text? Note it. What EVIDENCE (quotations, examples, facts, or details) does the author include to support the claim? Note it. Where does the author provide REASONING about the evidence? (How the evidence supports the claim, or reasoning about why the evidence is or reliable) Overall, is this a good email? If so, what makes it good? If not, how could it be improved?

58. Mentor Text: Example email to Representative Dear Local Representative, The new memorial to celebrate the 19 th amendment should highlight the efforts of women, not the efforts of male law makers. Speeches and images created during the suffrage movement show that women created the moral and legal arguments for suffrage, and it was women who organized marches and protests that influenced the public and lawmakers. Susan B. Anthony’s speech explained the moral and constitutional reasons that women should have the right to vote. In 1873, Anthony gave a speech and said that it was all people who created the United States, “not we, the while male citizens…who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people—women as well as men.” According to the headnote, her speeches were reprinted by popular newspapers. This speech explains why women should have the right to vote, it was heard by many people, and it is reliable because it was written by someone who was alive and a member of the suffrage movement. Therefore, Anthony’s speech is a reliable source that influenced the passage of the 19 th amendment. According to the headnote of the picture of Alice Paul taken in 1913, she and the National American Woman Suffrage Association were responsible for organizing the first large march to protest for suffrage. The protest was held in Washington, D.C. and 8,000 people participated. This source corroborates the information in Anthony’s speech and makes me think both sources are reliable . In conclusion, the sources show that women led the effort to secure the right to vote by making speeches and organizing marches and protests. Therefore, because women are responsible for the 19 th amendment, their efforts should be highlighted on the new memorial.

59. Claim Share your answer to the question, “ What were the attitudes of settlement house social reformers toward immigrants? Evidence What details, quotations, and information from the sources and headnotes support your claim? Reasoning Explain why your evidence is reliable and how your evidence supports your claim. Use the planning graphic organizer to plan what you are going to say. Write brief notes, not complete sentences. Use the useful language chart to turn your notes into sentences to when your write your email to the publishing company.

60. Day 5

61. Central Question What were the attitudes of settlement house social reformers toward immigrants?

62. Our Assignment: Settlement House Textbook Revision Some historians argue that settlement house workers were generous and helpful, while other historians argue they were condescending assimilationists. Your textbook company is publishing a new edition of their US History textbook and wants to revise this section of the textbook after reviewing different people’s ideas about this topic. Write an email to the publishing company that makes a one-sided argument (an “interpretation”) in response to the question, “What were the attitudes of settlement house social reformers’ towards immigrants?” Defend your claim using evidence and reasoning.

63. Draft your text This is silent writing time. We will eventually reflect on our writing and make notes for revision . So, you may want to skip every other line!

64. Useful Language Chart Making a claim: Settlement house reformers saw immigrants as The textbook should portray the attitudes of settlement house reformers as… The source is helpful to understand the attitudes of settlement house reformers because it shows they thought… I think the reformers’ attitudes towards immigrants were because… Providing evidence: The headnote for the Jane Addams book says that, “…” For example, in 1953 Hilda Polacheck wrote that, ”…” Louise Bowed reported that, ”…” Reasoning: [quote] means that… [source] will help students understand that… [headnote] shows that… This [source] is reliable because…

65. Reflect on a classmate’s text! What is the claim in this text? Note it. What makes this a good claim? Or, how could it be improved? What evidence does the author include to support the claim? Note it. Does the evidence seem convincing to you? Why or why not? What quotations does the author include as evidence to support the claim? Does the author use quotation marks and say where/when the quotation comes from? Where does the author share his/her reasoning about how the evidence supports the claim or why the evidence is unreliable? How does the reasoning strengthen the overall interpretation?

66. Reflect

67. Revise Choose 1-3 things to improve. Write those in your reflection guide. In the margins of your first draft, make these improvements or rewrite your draft.

68. Swap & Vote! Trade papers. Read at least two other students’ texts. Nominate a text that you think would be a good one for the class to send. Read each nominee. Discuss strengths & weaknesses in each email. Vote!

69. Settlement House Movement Immigration This work is licensed under a Creative Commons Attribution 4.0 International License .  2020 Read.Inquire.Write. • University of Michigan • 48109 • [email protected] • This content can be re-used in noncommercial work if attribution is given to the authors: The Read.Inquire.Write . team at the University of Michigan. Indicate if the original was changed. Revised 4.11.20