History&CriticalThinking

AHandbookfor UsingHistoricalDocumentsto ImproveStudentsThinkingSkills intheSecondaryGrades

MichaelEdmonds JenniferA.Hull ErikaL.Janik KeliRylance

Madison: WisconsinHistoricalSociety LibraryArchivesDivision 2005

www.wisconsinhistory.org

 CopyrightWisconsinHistoricalSociety2005 Anythinginthishandbookmaybefreelyreproducedforclassroom orothernonprofiteducationaluse. Nothinginitmaybecopiedforresaleorcommercialpurposes withoutpriorconsentfrom WisconsinHistoricalSociety 816StateStreet MadisonWI53706 Theentirecontentsofthishandbookarealsoavailableforfree inPDFformatatwww.wisconsinhistory.org/turningpoints

Contents
I.WhyThisHandbook? II.TheElementsofCriticalThinking

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10commonerrorsoflogicinargumentativewriting

III.NurturingCriticalThinkingintheClassroom
30classroomtechniquesthatencouragecriticalthinking

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IV.PrimarySourcesonWisconsinHistoryAvailableFreeOnline
1,000Wis.documentsatwww.wisconsinhistory.org/turningpoints

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V.20ModelLessonsUsingPrimarySourcesfromWisconsinHistory
integratingtheseintoyourU.S.historytextbook

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VI.WisconsinHistoryPerformanceStandards VII.CriticalThinking:ASelectedBibliography

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PartI WhyThisHandbook?
Thishandbookisdesignedforusewithdigitalcollectionsofprimarysources availableattheWisconsinHistoricalSocietysWebsite(www.wisconsinhistory.org). Itreproducesactivitiesfromworkshopsofferedtoteachersin2005bythe Society.Itsfirsthalfreviewstheelementsofcriticalthinkingastheypertainto understandingandanalyzinghistoricalevidence.Thisincludes10handoutsthatcanbe quicklyadaptedforusewithstudents,aswellasatoolkitofclassroomtechniquesfor encouragingcriticalthinkingandaguidetoevaluatingit.Thehandbookssecondhalf offers20modellessons,eachofwhichcentersonasingledocumentavailableonlineat theSocietysTurningPointsinWisconsinHistorycollection (www.wisconsinhistory.org/turningpoints).TheselessonsspanallerastaughtinU.S. historyclasses,connectlocalWisconsinhistorytonationalthemesinstandard textbooks,andwalkstudentsandteachersthroughtheanalysisofeyewitnessaccounts withspecificsuggestionsfordevelopingcriticalthinkingskills. Usingprimarysources,especiallytodevelopcriticalthinking,isanunfamiliar practiceinmostsecondarylevelhistoryclasses.Historyhastraditionallybeentaught notasapracticeinwhichstudentsengagebutratherasacollectionofdatathatthey master.Comeon,Bart,MargeSimpsonsaysinarecentepisodeofthewellknown cartoonseries,TheSimpsons.Historycanbefun.Itslikeanamusementparkexcept insteadofrides,yougettomemorizedates.(MagicalHistoryTour,whichairedDec. 22,2004). LikeMarge,wehatetoadmitthatmostkidsfindhistoryboringandwetryto persuadethemthatitssomethingtheyshouldenjoy.But,lulledbyoversimplified generalizationsanddeadenedbyastreamofnamesanddatesunrelatedtotheirown lives,theyknowbetterthantobelieveus.Itsnowonderthattheycanbereluctantto engageoriginalhistoricaldocuments.MyteachermadeususethisWebsite[American Journeys],onestudenttoldusthroughourfeedbackbutton.Idratherhaveallthe spinalfluiddrainedfrommybody. Itssadthatayoungpersonwithsomuchspunk,intelligence,andeloquenceas thatcorrespondentshouldmissthebenefitsthathistoryhastooffer,especiallyits potentialtobeawhetstoneforsharpeningcriticalintelligence. Thepastisrarelysimple.Thereareusuallymorethantwosidestoaquestion: historicaleventsarenotneatlybalancedrectanglesbutirregularpolyhedronsthatshift theirshapeasonechangesonesperspective.Whenstudentsengagetheirmindson

historicalevidence,theypracticeinquiry,evaluation,problemsolving,judgement,and synthesistheveryskillsneededtobeausefulfriendandaneffectivecitizen. Historicaldocumentsareoneoftheeasiestandmostengagingwaystoteachyoung peoplehowtothinkclearlyandmakesounddecisions. Butbecausestudentsdontusuallyseeprimarysourcesinhistoryclasses,they reportinoverwhelmingnumbersthathistoryboresthem.Oneformerstudentcalledhis historyclassesaboutasexcitingasaclamrace.Alltheywantedtotalkaboutwas numbersanddates.Itceasedtobeaboutpeople.(RogerDaltryintheNewYorkPost, Oct4,2003). Usingprimarysourcesputsthepeoplebackin;realpeople,whoactuallyate breakfast,wenttothebathroom,hadpassionateemotions,andwerecaughtinterrible dilemmas.Theirownwordsabouttheirownliveswilloftenseizeastudentsattention. Andbyusingeyewitnessaccountsthatcomefromthestudentsowncityorcounty,or thatwerecreatedbysomeoneintheirownethnicgroup,orwerewrittenbyapersonof theirowngenderandage,teacherscanquicklyengagestudentswiththeirpast.This opensthedoortohelpingthemlearntothinkcritically. NoteenagercaresaboutnamesanddatesfromtheCivilWar.Butgivehimor heramanuscriptletterwrittenbyan18yearoldfromthenexttownthatdescribeshis lifeinaConfederateprison,andtheirinterestwillpickup.Showthemtheironcollar thataWisconsinsoldierremovedfromanescapingslaveandletthemreadwhatthe slavesaidaboutwhereitcamefrom,andtheirintelligence,imagination,andfeelings willallshiftintogear.Manywilldisplayareactionliketheveryfirstwegottoour AmericanJourneysdigitalcollection,fromastudentinFlorida:Thisissoooocool! Thanks! CausingtheseemotionalreactionsisoneofthegoalsoftheWisconsinHistorical Societysdigitizationprogram.WhenastudentexperiencesthatWow!orAha! moment,theycanbeinspiredtoanalyze,evaluate,andthinkcriticallyskillsthat enrichthemforanentirelifetime.Aseducators,weveencouragedkidsforyearsto makesmartchoiceswithoutalwaysteachingthemtheskillstodoit.Bymiddleand highschool,theyreabletolearntheelementsofcriticalthinking;usinghistorical documentsthatengagetheirheartsaswellastheirheadsisaperfectmethodfor teachingthem. Allthematerialshereeverypageofthehandbook,andeachofthe50essays and900documentsontheTurningPointsWebsitemaybefreelycopied, downloaded,andreproducedfornonprofiteducationalusesuchasclassroom handouts,homeworkassignments,andPowerPointpresentationstoteachersand students.Theymaynot,however,becopiedandresoldforcommercialpurposes withoutpriorpermissionfromtheWisconsinHistoricalSociety,816StateSt.,Madison, WI53706.

 PartII TheElementsofCriticalThinking

Criticalthinking:thementalprocessofactivelyandskillfully
conceptualizing, applying, analyzing, synthesizing,and evaluating information toreachananswerorconclusion*

10ElementsofCriticalThinking

1.TheFiveWs 2.IdentifyingCentralPropositions 3.IdentifyingUnderlyingAssumptions 4.IdentifyingPointofView 5.EvaluatingReasoning 10commonerrors 6.EvaluatingInferences 7.EvaluatingEvidence 8.AssessingCompleteness 9.ImaginingImplications 10.TakingaStand p.7 p.8 p.9 p.11 p.13 p.14 p.17 p.18 p.20 p.21 p.22

*WebstersNewMillenniumDictionaryofEnglishviadictionary.com

STEPONE:TheFiveWs
Thefivethingsthatanewreporterlearnstocoverineveryarticlearealsothe thingsyouneedtoconsiderasyoulookatatextorapicture.Beforeyoustartlookingat itclosely,glanceoverthedocumentandtrytoanswerthesequestions.Youmaynotbe abletoanswerallfiveofthematfirst. 1.Whocreatedit?Whositcreatedfor?Inmosttexts,anauthorsnameappears nearthetop;sometimes,aswithletters,itwillbeatthebottominstead.Onpictures,the creatorsnamemayappearinabottomcorner,inacaptionoutsidetheimage,or nowhereatall.Theaudienceusuallyhastobeinferredfromthedocumentscontent. Beforereadingclosely,justbrowsetheitemtoanswerquestionssuchas,wasthisa privatecommunicationorapublishedone?Isitaimedatyoungpeopleoradults?Men orwomen?Thegeneralpublicorspecialists?Anyspecificethnic,cultural,orlanguage group?Anyspecificprofessionalgroup(suchasscientists,lawyers,orlegislators)? Peopleinanyspecificplace? 2.Whatkindofdocumentisit?Publishedbook?Speech?Privatediary?Letter? Magazinearticle?Photograph?Map?Pamphlet?Advertisement?Politicalhandoutor flyer?Unpublishedmeetingminutes?Legalbrief?Scientificreport?Poster? 3.Wherewasitmade,andwherewasitsupposedtobedistributed?Published workswillusuallyhaveatitlepage,masthead,orbyline;letterswillusuallyhavea returnaddress. 4.Whenwasitmade?Doyouknowaboutanythingelsegoingonatthetime? Publishedworkswillusuallyhaveacleardatesomewherenearthebeginning;letters willusuallybedatedatthetop. 5.Whywasitmade?Whatdoyoususpectitscreatorwastryingtoaccomplish? Simplyinformasinglereader?Changepublicopinion?Persuadeinfluentialdecision makers?Createalastinghistoricalrecordforposterity?Winacontestsuchasacourt caseorelection?Educateaparticularaudienceaboutnewfacts? Knowingthesethingsaboutthedocumentinadvancehelpsyouunderstand whatitsaysandtobegintoreachconclusionsaboutitsaccuracy,completeness,biases, andpointofview.

STEPTWO:WhatsTheMainPoint(orPoints)?
Peoplewritebecausetheyhavesomethingtosayandmakepicturesbecausethey havesomethingtoshow.Butthemainpointsofadocumentarenotalwayseasytospot. AfteraddressingtheFiveWs,examinethedocumentthisway: Texts 1.Lookatthebeginning.Themainpointmaybeplainlystated,ortheauthor mayposeaquestionheorsheintendstoanswer. 2.Lookattheend.Theremaybeashortconclusionwheretheauthorsums everythingup. 3.Lookatthemiddle.Paragraphsmayopenwithatopicsentenceorendwitha conclusionreached.Chaptersmayhaveentireparagraphsthatdothis. 4.Lookforwordsthatargue:should,must,ought,necessarily,surely. 5.Lookforwordsthatexpresscausationorconclusion:because,andso, consequently,therefore,inshort,insum,thus,hence,asaresult,inthat case,forthatreason,then,accordingly. 6.Lookforwordsthatexpresspriorities:essential,important,crucial, fundamental,basic. Pictures 1.Whatsthelargestobject? 2.Whatdidthecreatorputdeadcenterinthemiddle? 3.Whatspushedofftotheedgesorintothebackground? 4.Payattentiontothewayyoureyewandersfromoneobjecttothenext.Does thissequencemakeapointortellastory? 5,Payattentiontoyourfeelingsasyoureyewandersaround.Whatobjectsinthe picturescausethemostpowerfulreactioninyou? Whenyouredone,completethesestatements: 1.Themainthingtheauthororartististryingtosayorshowisthat... 2.Twolessimportantpointsarethat...

STEPTHREE:IdentifyingUnderlyingAssumptions
Anauthorsmainpointsarentusuallytoohardtofind,butunderlying assumptionsareadifferentstory.Occasionallytheyreplainlystatedattheoutsetbut moreoftentheyretakenforgranted;afterall,theyreunderlying,notonthesurface. Tofindthemrequiresyoutothinkandimaginemorethantoreadandexamine.Your guidingquestionduringthisactivityis,Whatelsehastobetruebeforethemainpoints canbetrue? Forexample,ifaplanecrashsurvivorwritesamemoirclaimingthatGodsaved herlife,shehastofirstbelieveinGod.Ifthepersonintheseatnexttoherwasa scientist,hiscentralpointmightbeaboutphysicsandhowtheaircraftdesigners foresightsparedtheirlives.ShedneversayIbelieveGodintervenesinhumanaffairs, therefore...orhesay,Ibelieveinthelawsofphysics,therefore...Theywouldbothjust taketheirstartingassumptionsforgranted.Howdoyoudiscoverwhattheauthorofthe documentinfrontofyoutakesforgranted? 1.Writedownthemainpointsorcentralpropositionsyouidentifiedinsteptwo.Then askyourself,whatwouldapersonhavetobelievefirstinorderforthosestatementsto betrue? 2.Considertheintendedaudience.Doesthatgroupholdanyvaluesincommonthatthe authorwouldtakeforgranted?SpeechesaboutabortiongivenatRightToLifeor ReproductiveFreedomrallieswouldstartfromdifferentassumptionsbecausetheir audiencesdo.Ifanauthorknowstheaudiencealreadysharesmanyvalues,beliefs,or desires,thesemaynotbeplainlystatedinthedocument;theyllbetakenforgranted 3.Lookfortheauthorsvalues:whatheorsheconsidersgoodandbad,desirableand undesirable.IfamainpointisDonttakedrugsthenoneoftheauthorsvaluesmustbe thatdrugsarebad. 4.Valuesarealwaysestablishedbysomestandards:somethingisthebest,somethingis theworst,andeverythingelsespreadsoutinbetween.Whatwordsareusedtodescribe theverybestoutcome,characteristic,orsituation?Whatisheldupasthebiggest obstacleorgreatestthreattothat? 5.Lookfortheauthorsbiasesandprejudices:thevaluesthataresoimportantthatthe authordoesntevenexplainordefendthem.Thesearesometimeseasytospot,aswhen anauthorforcefullydenouncesanopposingpointofviewwithoutofferingmuch,or any,evidence.Strongstatementsthatarentbackedbyexplanationorevidenceare usuallybiases.

6.Lookfortheauthorsomissionsandsilences:aspectsoftheissuethatarentthereat all.Whatanauthorsaysisonlyhalfthestory;whatgoesunsaidcompletesthepicture. Thinkabouttheauthorscentralpropositionandconsiderwhichissuesareimportantto anydiscussionofit.Didtheauthortakeallofthoseintoaccount,orignoreany importantones?Ifanauthorarguesthatwomenshouldnotbeallowedtoholdjobs outsidethehome(whichistrueformillionsofwomenaroundtheworldtoday),he probablyholdsstrongvaluesaboutgenderthatmaynotbestatedorexplained anywhereinhistext. Whenyouredone,completethesestatements: 1.Forthemainpointtobetrue,thesethingsmustbetruefirst:... 2.Theauthorsmostimportantvaluesseemtobe... 3.Theauthorsstandardsofbestandworstappeartobe 4.Theauthormightbebiasedabout...

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STEPFOUR:IdentifyingPointofView
Almosteverycreatorofadocumentembracesaclusterofbeliefs,desires,and valuesthatgotogether.Thisishisorherconceptualframework,orpointofview,which isusuallysharedbyacommunityoflikemindedpeople. Weoftenhanglabelsontheseworldviewssuchasliberalorconservative,and wegrouppeoplewhosharethemunderheadingslikehippiesorIslamic Fundamentalists.Theselabelsarealwaystoosimplistic;lifessimplymorecomplicated thanthat.Butidentifyingadocumentsbasicpointofviewisneverthelessimportant becauseitenablesyoutoconnectitwithestablishedpatternsofthinking.Answeringthe questionWherearetheycomingfrom?permitsyoutounderstandadocumentby puttingitinacontext. 1.Lookattheaudienceyouidentifiedandthepurposeyoudiscoveredinstepone.Look atthelistsofmainpointsandassumptionsyoudrewupinstepstwoandthree.Whatdo theyhaveincommon?Dotheymakeapatternthatyoucannameorrecognize? 2.Lookatthedocumentagain,notinganybuzzwords,jargon,orkeyvocabulary repeatedthroughoutit.Isthereaclusterofkeyconceptsinthoseoftenusedterms? 3.Whatauthoritiesdoesthewriterappealtooruseasexamplesscientists,historical figures,religiousleaders,fictionalheroes,previouswriters?Whatdoyouknowabout theirpointsofview? 4.Whatdothemainpointsandunderlyingassumptionsseemtobeonthefollowing pairsofissues:
freedomvs.authority equalityvs.merit personallibertyvs.publicorder localregionvs.nation individualrightsvs.commongood obeyingthelawvs.obeyingones conscience tolerancevs.imposedstandards civicdutyvs.privategain obligationvs.pleasure

5.Hundredsofwaysexisttoclassifyconceptualframeworksandworldviews.Tryto identifytheauthorspointofviewusingawellknownlabellikeoneofthese(or another).

atheist Christian conservative fascist feminist Freudian humanist liberal libertarian Marxist progressive reactionary scientific utopian

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STEPFIVE:EvaluatingReasoning
A.FindingtheArgument Mostdocumentstrytomakeapointorreachaconclusionbyofferingreasons. Theymakeanargument,aseriesofpointsthatadvocatesomething.Heresafamous exampleusedinphilosophyclassesfor2000years: Premise1: Allmenaremortal Premise2: Socratesisaman Conclusion: Therefore,Socratesismortal Thisthreepartargumentiscalledasyllogism. Heresawellknowngraduationjoke:Ofcoursetheresalotofknowledgein universities:thefreshmenbringalittlein;theseniorsdonttakemuchaway,so knowledgesortofaccumulates.(early20thc.HarvardPresidentAbbottLawrence Lowell): Premise1: Freshmenbringalittle(knowledge)in Premise2: Seniorstakenoneaway Premise3: Knowledgeaccumulates Conclusion: Theresalotofknowledgeinuniversities Lookbackoverthelistsofcentralpointsandassumptionsyouidentifiedearlier. Youllprobablyseesomeconclusionssupportedbysomepremises.Thepremisestryto providejustification,evidence,orsupportfortheconclusion;theymaybeamongthe underlyingassumptionsyoudiscovered. Answerthesequestions: 1.Whatistheauthorsmostimportantpoint,centralproposition,ormain conclusionthebigonethatpromptedhimorhertocreatethetext? 2.Whatpremisesdoesitreston?Whatreasonsdoestheauthorgivetopersuade youthatyoushouldagreewithit? 3.Tryrestatingthepremisesandconclusionsasintheexamplesabove.

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B.ExaminingtheArgumentsLogic Badargumentsdontmakesense.Makingsensemeansthatonepointfollows logicallyfromanotherandthattheconclusionfollowsfromthepremises.IfImin Wisconsinandtellyou,IhavetogotoChicagosoImheadingnorth,youllthinkIm weird.Theconclusion(headnorth)doesntfollowlogicallyfromthepremise(gofrom WisconsintoChicago).Badargumentsfallintowellknownpatternscalledfallaciesthat aredescribedonthenextsheet,CommonErrorsofLogicinArgumentativeWriting. Soundorvalidarguments,ontheotherhand,arereasonable;theyfollowthe rulesoflogic.Therearetwomainpatternsofvalidargument,deductiveandinductive.In adeductiveargument,thepremisesinevitablyprovetheconclusion;logically,they cantleadanywhereelseandtheconclusionneedsnoothersupport(liketheSocrates example,above).Incontrast,thepremisesofaninductiveargumentonlysuggestor pointtoaconclusionwithoutprovingitbeyondalldoubt;usuallytheyrelyon probabilitytohelpthereaderinfermakealogicalleaptotheconclusion.Example: Imalmostneverlateforschool,soIwontbelatetoday.Infact,youmightenduplate eventhoughyouprobablywont;theresnocausalconnectionbetweenthepremise (almostnever)andtheconclusion(Iwontbelatetoday).Instead,youhavetomakea leapoffaithbetweenthetwo. Lookattheargumentthatyououtlinedaboveandtrytoanswerthesequestions aboutit: 1.Aretheauthorspremisesclear?Aretheytrue?Aretheysupportedbyany evidence? 2..Doestheconclusionfollowlogicallyfromthepremises? 3.Howmanyofthelogicalerrorslistedonthenextsheetdoestheauthor commit?

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10CommonErrorsofLogicinArgumentativeWriting

adaptedfromSteveMoiles,SouthernIllinoisUniversity(www.siue.edu/~smoiles/fallac.html)

1.HastyGeneralization:basingconclusionsonirrelevant,incomplete,orinaccurate evidence:Myaccountcantbeoverdrawn;Istillhavechecksleft. 2.FaultyCauseandEffect:assumingthatbecauseBfollowsAintime,Amustbethe causeofB:AfterthousandsofimmigrantscametotheU.S.,theCivilWarbrokeout. ImmigrationcausedtheCivilWar. 3.ReductiveReasoning:reducingacomplexeffecttoasinglecause:Drugabuse wouldntbeaproblemifkidswouldjustsayno. 4.FalseAnalogies:comparingtwothingsthataremoredifferentthantheyaresimilar: WhydoIhavetotakecertaincoursesbeforeIcangraduate?Noonerequiresmetobuy certaingroceriesbeforeIcanleavethesupermarket. 5.Circularreasoning:restatingtheconclusioninsteadofsupportingit:Hecantbe married,hesabachelor. 6.Equivocation:usingaterminacompletelydifferentwaythanonesopponentusesit: IshouldntbeprosecutedforstealingacopyoftheDetroitFreePress.Wereguaranteed ourrighttoafreepressbytheConstitution. 7.AdHominemArgument:attackingtheopponentpersonallyratherthanhisorher argument:Thepresidentseconomicstimulusprogramshouldntbetakenseriously.He hadanaffairwithaWhiteHouseintern,afterall. 8.FalseEither/OrArgument:assumingthatonlytwoalternativesexistinacomplex situation:Eitherwesupportthedeathpenaltyorweallowcrimetorunrampant. 9.BandwagonAppeal:arguingthatreadersshouldacceptsomethingbecauseitis popular:80%oftheAmericanpublicarepracticingChristians,soGodmustexist. 10.BeggingtheQuestion:avoidingthepointtobeproven:Q:Whyareyoubangingon thatpansoloudly?A:Tokeepthewildtigersaway.Q:Therearentanywild tigersinWisconsin!Q:Worksreallywell,doesntit?

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C.ExaminingtheArgumentsClarity Soundargumentsuseplainlanguageandareclearlyexpressed.Askhowwell yourdocumentmeetsthefollowingimportantcriteria: 1.Definitionofterms.Doestheauthorclearlyexplainwhatheorshemeansby keyvocabulary?Doestheauthorusetermsthatarevagueortermsthatareprecise (Christianvs.RomanCatholic;sciencevs.molecularbiology)?Termsthatcan meandifferentthingstodifferentpeople(liberation,terrorist)?Emotionallycharged termsthatrefertoambiguousgeneralities(freedom,theAmericanDream)? 2.Precision:Doestheauthorusesentencesthathaveasingleplainmeaning(25 ofthe37peoplepresentreportedthat...)orvagueandoversimplifiedones(Most peoplewouldsurelyagreethat...)?Arehisorherstatementsconfusedornonsensical (AlthoughImanonlychild,ifIhadasisterIknowshewouldlikecheese)? 3.Logicalconsistency:Dopropositionscontradictoneanother?Doestheauthor makeaclaiminoneplace,andthenmakeanotherclaimelsewherethatcontradictsthe firstone? 4.Relevance:Howcloselydotheexamplesgiven,authoritiescited,andevidence offeredrelatetotheissueunderdiscussion?Isthedocumentpaddedwithpowerful languageoremotionalexamplesthatdontfocusonthecentralquestion? Unclearpremises,unsupportedconclusions,faultylogic,vagueorambiguous terminology,andemotionallycharged,unclear,orirrelevantstatementsarereasonsto doubtanauthorsconclusions.

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D.Glossary Argument:Aseriesofpointsthatadvocatesomething. Point:Astatementoraproposition. Premise:Apreliminarypointthatjustifiesaconclusion;oftenthereareaseriesof theseleadinglogicallyfromonetoanother. Conclusion:Thefinalpointthatclaimstobetruebecauseofthepremises. Deductive(tion):Anargumentwherethepremiseslogicallyprovetheconclusion. Tosaytheconclusiondidntfollowfromthepremiseswouldbenonsense. Entail(ment):Premisesinadeductiveargumentaresaidtoentailthe conclusionbecausetheconclusionisalogicalandnecessaryconsequenceofthe premises Inductive(tion):Anargumentwherethepremisesonlysuggestorsupportthe conclusionwithoutabsolutelyprovingit.Theconclusionmaybeverylikelybutis notlogicallyinescapable. Infer(ence):Mentalactivityinwhichareaderextrapolatesfrompremisestoa conclusion,makingalogicalleap;usuallyinferencesarebasedonprobability: onlyoneairplanein10,000crashes,soitssafeformetoflytoday.Inferencescan bestrong(thatis,verylikely)orweak(notsolikely). Fallacy:Anillogicalorunreliableargument;see10CommonErrorsofLogicin ArgumentativeWriting. Syllogism:A3partargumentwithamajorpremiseandaminorpremiseleading toaconclusion

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STEPSIX:EvaluatingInferences
Themostpersuasiveargumentsaredeductive,andcontainlogicalproofoftheir conclusion:If2+2=4,then2+2+2=6.Nootherconclusionislogicallypossibleand nootherproofisneeded. Butmostargumentsarenotsocertain:theirpremisesdontprovetheirconclusion throughinescapablelogicbutonlyleadupto,orimply,it.Intheseargumentswehaveto inferaconclusionbyextrapolatingfromthepremises.Theseinductiveargumentscan bebasedonlimitedcausalreasonsoronanalogies,buttheyareusuallybasedon probability:Onlyoneairplanein100,000crashes,soitssafeformetoflytoday.Thereis noironcladlogicalproofbetweenthepremiseandtheconclusionhere.Myplanecould, infact,betheveryonein100,000thatcrashesnext.Butitsprobablysafeformetofly todayanyway. Inferencescanbestrong(thatis,verylikely)orweak(notsolikely).Strong inferenceshavegoodevidenceoflikelihoodbehindthem,suchasresearch,statistical testing,orwideexperience.Weakinferencesshowlessevidenceandrelymoreonhope, faith,ortrustthanondemonstratedprobability.Whenajuryisinstructedtodecidea defendantsfatebeyondareasonabledoubt,thejudgeisaskingthemnottoconvict unlesstheyhavedeductiveprooforastronginferenceofguilt. Lookattheargumentsyouidentifiedinyourdocumentandanswerthese questions: 1.Doestheauthoreveruseadeductiveargument(oneinwhichtheconclusionis logicallyinescapableifthepremisesaretrue)? 2.Doestheauthoreveruseaninductiveargument(oneinwhichtheconclusion mustbeinferredfromthepremises)? 3.Istheauthorsinferenceastrongone? Relianceinferencesmoreoftenthanonproof,andrelyingonweakinferencesratherthan strongones,arereasonstodoubtanauthorsconclusions.

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STEPSEVEN:EvaluatingEvidence
Theevidenceanauthoroffersthereadershouldanswerthequestion,Howdo youknow?Documentscancontaintwotypesofevidence,personalexperienceand appealstoauthority.Throughdescriptionofhisorherownexperience,directquotations, orreferencestoothersources,anauthorestablisheshisorhercredibility. PersonalExperiences Eyewitnessaccountsandotherprimarysourcesareoftenfullofinterestand emotionallypowerful.Butthatdoesntmakethemtrue.Differentwitnessesoftenhave differentversionsofthesameevent.Toevaluatethereliabilityofafirsthandreport, assessthesecharacteristicsofit: Proximity:Wastheauthoractuallythere?washeorsheinapositiontoknow? Timeliness:Howsoonaftertheeventwastheevidencecreated? Breadth:Howmuchoftheeventcouldtheauthorhaveexperienced,thewhole thingoronlyatinypart?Whatslikelytohavebeenignored,coveredup, highlighted,oroveremphasized? Clarity:Doestheauthorclearlyexplainwho,what,where,when,andwhy? PointofView:Whatmighttheauthorchoosetoomit(ornotevenhavenoticed) becauseofhisorherworldview? Bias:Whatbeliefs,desires,orvaluesmayhaveinfluencedtheauthorsperceptions ordescriptions? AppealtotheExperiencesofOthers Mosthistoricaldocumentsalsouseargumentsbasedontheexperiencesofpeople otherthantheauthor.Toassesstheirreliability,applythequestionsabovetothesources theauthorquotes;howtrustworthyarethey?Thenevaluatehowtheauthoruses evidencefromexternalauthorities: Relevance:Arethesourcesquotedactuallyaboutthemaintopic,orarethey broughtinfromsomeothercontext?Dotheystrengthentheargumentslogicor simplydropnames? Breadth:Doestheauthorprovideawiderangeofauthoritiesoranarrowrange?

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 Completeness:Doestheauthoradmittheremaybeconflictingevidenceand explainwhyheorsherejectsit,orarecontradictorysourcesjustsilentlyomitted? Documentation:Doestheauthoridentifysourcesofevidenceinfootnotesorother citationsaccuratelyenoughforyoutolocateandexaminethemyourself? Applythetestsdescribedabovetoamodernorahistoricaldocument,thenanswerthese questions: 1.Whattypesofevidencedoestheauthorgive? 2.Istheevidencedirectlyrelevanttothecentralquestionormainpoint? 3.Istheevidencefromknowledgeableandtrustworthysources? 4.Howmuchdoestheevidencehelppersuadeyouthattheauthorsmain conclusionsarecorrect? Insufficient,untrustworthy,incomplete,orirrelevantevidenceandpoordocumentation (suchaslackoffootnotesorotherclearreferencestosourcesofinformation)arereasons todoubtanauthorsconclusions.

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STEPEIGHT:AssessingCompleteness
Manydocumentspresentonlyonepointofview,andperhapsacknowledgean opposingviewpointonlylongenoughtorejectit.Butmostimportantissueshavemore thantwosides:theyarenotlikesimplestraightlinesdemandingachoicebetweenblack andwhite,butratherlikeirregularpolyhedronswithmanydifferentsides,somemore importantandcomplicatedthanothers. Decidingwhichsideofanissuetotakeandwhichaspectstoleaveoutisa judgement,andinthatsimplechoiceliesmuchofadocumentsmeaning.Amerchant recallingatripmightincludemanydetailsaboutgoodsandpriceswhileascientist travelingbesidehimmainlydescribestheplantsandanimalstheyencountered.Whatis omittedtellsusaboutthecreatorsprioritiesandvalues. Inadocumentthatsmeanttopersuade,completenessisreflectedinthe argumentsdepthandbreadth.Bydepthwemeanhowwellitaddressesthecomplexities ofthetopic.Bybreadthwemeanhowwellitaddressesotherperspectivesorapproaches tothetopic. Toassessthecompletenessofanydocument,youneedtorelyonyourown knowledgeandunderstandingofthesubjectaswellasyourcreativityandimagination. Locateashortessaysuchasanencyclopediaarticleonthetopicthatyourdocumentis about.IfitisaboutWisconsinhistory,youllfindreliableshortsummariesofall importanteventsatwww.wisconsinhistory.org/turningpoints.YourU.S.historytextbook mayalsohaveafewpagesorparagraphsabouttheeventsthatproducedthedocument. Readthese,thenreviewthedocumentsmainpointsandtheaudienceandpointofview youidentified.Lookatthelistsofpremisesandconclusionsyoucompiled.Thenanswer thefollowingquestionsaboutthedocumentscompleteness: 1.Omissions:Whathasbeenleftoutbytheauthorthatismentionedinthe encyclopediaarticlesortextbook?Howimportantisthismissinginformation?Ifithad beenincluded,howwouldtheargumentbedifferent?Woulditspremisesorconclusion change? 2.Depth:Doestheauthortakeintoaccountallthecomplexitiesofthemainissue, orsimplifyit?Howimportantaretheomissionstoanunderstandingoftheissue?Are thereimportantrelatedquestionsthattheauthordoesnttalkaboutatall? 3.Breadth:Doestheauthortakeintoaccountotherpointsofview?Arethere alternativewaystounderstandtheproblem,ortotrytosolveit?Iftheauthordoestalk aboutsuchalternatives,aretheytreatedclearly,carefully,andindepth?Whatpointof vieworconclusionwoulddirectlyopposetheauthors?Doesheorshespecificallytalk aboutthatviewpointandexplaintoyoursatisfactionwhyithasbeenrejected?

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STEPNINE:ImaginingImplications
Theimplicationsofaconclusionarethethingsthatwouldfollowiftheconclusion istrue:Ifthiswereso,whatelsewouldhappen?Inotherwords,wheredoesthe argumentlead? Ifmightmakesrightisatrueconclusionandthemostpowerfulpeoplein societyoughttocontrolsociallife,hereareafewimplications: societywillalwaysbeatwar,asforcescompeteforcontrol; weakornoncombativepeoplewillhavenosayinpublicaffairs; democraticelectionswillnotbeneeded. Ifthemainpointadvocatedinyourdocumentcametrue,thenwhatwould follow?Iftheauthorspreferredoutcomeisaccomplished,whatelsewillfollow?How willtheworldbedifferent?Takeafewminutestodothefollowing: 1.Restatethemainpointinyourownwords 2.Listseveralimplicationsofit. 3.Dotheimplicationsproduceanunsupportableconclusionorundesirable outcome?

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STEPTEN:TakingaStand
Analyzingandunderstandingotherpeoplestextsandpicturesisonlythefirst halfofcriticalthinking.Theotherhalfisbeingabletopresentyourownthoughtsina waythatisclear,accurate,thorough,andmakessense.Todothis,youneedtoturnthe precedingninestepsontheirhead:insteadofaskingquestionstoseeifadocument embodiesgoodcriticalthinking,youneedtoexpressyourownideasthatway. Selectapropositionoraclaimadvancedinahistoricaldocument:slaveryshould beabolished,schoolsshouldteachclassesonlyinEnglish,governmentauthority comesfromtheconsentofthegovernment,womenshouldnotbeallowedtovote,etc. Ortakeacontroversialissueinthenewstoday:gaycouplesshouldbeallowedto marry,abortionsshouldbeoutlawed,theU.S.shouldwithdrawfromIraq,smoking shouldbeprohibitedinpublicplaces,etc. Phraseyourclaimasasimplepropositionandthendothefollowing: 1.Prepareashortparagraphthatputstheissueincontextexplainingwho, what,where,when,andwhyinaveryconciseway,notmorethanashortsentenceon eachofthefiveWs(allfivemaynotbeapplicable). 2.Whatwillbethekeytermsandconceptsinyourdiscussionofthistopic?Write averybriefdefinitionofeach. 3.Foryourconclusiontobetrue,whatpremisesmustbetrue?Listthepremises, includinganyunderlyingassumptions,beliefs,desires,andvaluesyouhaveaboutthe issue(examples:abortionshouldbeoutlawedbecause:1,abortionismurder;2,murder breaksoneoftheTenCommandments;3,ImaChristianwhobelievesinthose) 4.Howdoyouknowyoureright?Whatevidencemightyouneedtocollectin ordertodiscoverifyourpremisesaretrue? 5.Howdoesyourconclusionfollowfromyourpremises?Dothepremises *logicallyprove*theconclusionisinescapable(deductions)?Ordothepremises*only suggest*theconclusionislikely(inferences)? 6.Whatotherpointsofview,evidence,andconclusionsmightbepossibleonthis topic?Listthem.Whatwouldmakeyouchooseonepointofviewratherthananother? 7.Ifyourconclusioniscorrect,whatwouldhappennext?Whatimplicationsdoes yourargumentsuggest?

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PartIII NurturingCriticalThinkingintheClassroom

30ClassroomTechniquesThatEncourageCriticalThinking
pedagogicaldevicesthatdemandthinkingfromstudents

p.24

EncouragingCriticalThinkingduringDiscussions
gettingstudentstothinkontheirfeet

p.26

EncouragingCriticalThinkingthroughAssignmentInstructions
gettingstudentstothinkatthekeyboard

p.27

EvaluatingCriticalThought

p.28

gettingstudentstorecognizeclearthinking

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1.30ClassroomTechniquesThatEncourageCriticalThinking

AdaptedfromTheMiniatureGuideforThoseWhoTeachonPracticalWaystoPromoteActive& CooperativeLearningbyWesleyHilerandRichardPaul(SonomaStateUniv.:Foundationfor CriticalThinking,2002)andUsingInternetPrimarySourcestoTeachCriticalThinkingSkillsinHistory byKathleenW.Craver(Westport,Conn.:Greenwood,1999)

1.Startclasseswithaquestion:setupanticipationbeforeclassbegins. 2.Assignquestionsforthemtoanswerabouttheirreading:explainwhyand how... 3.Givea5minutequizatthestartofclass(keepsstudentsengaged). 4.Usechartsandgraphics(visuallearnersabound). 5.Havethemplayroles:giveaspeechasiftheyweretheauthorofthedocument. 6.Havethemidentifypremises,assumptionsandconclusionsintodays newspaper. 7.Havethemevaluatereasoning,evidence,andcompletenessintodays newspaper. 8.Useindexcardstocallonallstudentsrandomly. 9.Makestudentsfigurethingsoutinclass(combinethemintosmallgroupsto discusssolutions). 10.Intervieweachotherandrestatetheotherpersonsviewstotheclass. 11.Talkless;givethemtimetothinkaboutwhatyouvesaid. 12.Modelcriticalthinking:thinkaloudonyourfeetinfrontofthem. 13.UseSocraticquestioning:Whatpreciselydoyoumean?Howdoyou know?Whatisyourreason?Whatelsehastobetrueforthattobeso?etc. 14.Promotecollaboration:havesmallgroupssolveproblemsandadoptpositions. 15.Usepyramidteaching:discussinpairs,thensmallgroups,thenlargergroups.

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16.Useprewritingorfreewriting:startclassbyhavingthemwriteabouttodays topicnonstopfor5minutes(cannotliftpenfrompaperorstopwritingfor5 minutes). 17.Usepeerrevieworsmallgroupstoevaluateeachothersinclasswork. 18.Usecounterfactualquestions:Butwhatif...?Whynot? 19.Requirealearninglog:havethemkeepatwocolumnnotebookinwhichthe lefthandcolumncontainstopicsofreadingsandlecturesandtherighthand containswhattheythinkaboutthetopicsbeforeandaftercomingtoclass(hand thisinperiodicallyforreview). 20.Organizedebates:askthemtotakesidesonanissue,choosegroupsof2or3 tobrainstorm,thenhavethempresenttheirpositionsinfrontoftheclass. 21.Havethemwritedialoguesaroundanissue:forcesthemtotakebothsides. 22.Havethemexplainthepurposeofanygivenassignmentintheirownwords. 23.Havethemdocumenttheirprogress: atthestartofeachclass,theywritewhattheythinkaboutthetopic; attheendofclass,theyexplainhowtheirthinkingchanged. 24.Breakassignmentsdownstepbystep:manylearnersrequiresmallbits. 25.Encouragediscoveryratherthanmemorization:giveproblemsolving assignments(canbedoneingroupsorpeerreviewedtosaveyougradingtime). 26.Promoteselfassessment:spelloutgradingcriteriaandmakethemapplyitto theirownoreachotherswork. 27.HavethemapplythecriteriaforEvaluatingCriticalThoughttoaneditorial intodaysnewspaper,ortotheirownoraclassmateswork. 28.Havethemorganizeandclassifyagroupofshortdocumentsbypointsof view. 29.Havethemparaphraseadocumentsargumentintheirownwords. 30.Havethemrankagroupofshortdocumentsinorderbypersuasiveness, completeness,depth,breadth,andothercriteriaofgoodcriticalthinking.

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2.EncouragingCriticalThinkingDuringDiscussions Knowingthisrepertoireofopenendedquestionswillpushyourstudentstoexercise theircriticalthinkingskillsduringclassdiscussions. GeneralClarificationQuestions Wouldyousayalittlemoreaboutthat? Whydidyousaythat? Whatdoyoumean? MainPointQuestions LetmeseeifIhavethisright.Isthisyourmainpoint? Itakeitthatyourmainpointis.. Justwhatexactlyisyourthesis? ReasonSeekingQuestions Couldyousayalittlemoreaboutyourreasonsforbelievingthat? Perhapsyoucouldelaborateonyourreasoning Whydidyousaythat? Whydoyoubelievethat? Doyouhavereasonsforthat/thoseconclusion(s)? QuestionsSeekingRelevanceBetweentheReasonsandtheConclusions Iwanttounderstandyou.Couldyouelaborateontheconnectionbetweenthe reasonandtheconclusion? Areyouassuming..? ImnotsureIseethebearingofthispointonyourconclusion. Wouldmoreevidencehelp?Howwouldyougetatit? Howdoesthissupporttheconclusion? Howisthatrelevant? QuestionsSeekingClarificationofMeaning Imnotsurehowyouareusingthisword. Couldyougiveanexampleof..? Couldyougiveanegativeexampleof.? Wouldthisbeanexampleof..? Perhapswearetalkingpasteachother.Areweusingthiswordinthesameway? Whatdoyoumeanby? By.doyoumean.?
adaptedfromRobertH.Ennis,CriticalThinking(UpperSaddleRiver,NJ:PrenticeHall,1996).

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3.EncouragingCriticalThinkingthroughAssignmentInstructions
Askingstudentstoperformthesespecificskillsonhomeworkassignments,quizzesand testswillhonetheirthinkingskills. Explainhow. Explainwhy Howare..and.similar? Howcould.beusedto? Howdoyouknowthat.? Howdoes..applytoeverydaylife? Howdoes.connectwithwhatwehavealreadylearnedfrom..? If.istrue,whatelseisalsoprobablytrue? Listsomereasons,instatementsbeginning,Because Outlinethereasoning(premisesandconclusions)in. Restateinyourownwords.. Whataretheimplicationsof? Whatarethestrengthsandweaknessesof.? Whatdowealreadyknowabout? WhatdoyouthinkcausesWhy? Whatdoes..mean? Whatisacounterargumentfor? Whatisanewexampleof? Whatisanotherwaytolookat.? Whatisbeingsilentlytakenforgrantedhere? Whatissomedifferencesbetween..and? Whatisthenatureof? Whatwouldbetheoppositeviewpointof..? Whatwouldhappenif? Whydoyouthinkthat.? Whyis..important? Forexamplesofquestionssuchastheseappliedtohistoricaldocumentssee PartV,20ModelLessonsUsingPrimarySourcesfromWisconsinHistory
adaptedfromComparisonofSelfQuestioning,SummarizingandNotetakingReviewas StrategiesforLearningfromLectures,byAlisonKing.AmericanEducationalResearchJournal29 (1992).

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4.EvaluatingCriticalThought
Onascaleof1to5,pleasecharacterizehowwellthesestandardsofcritical thoughtweremetinthedocumentunderreview clear 1 2 3 4 5 unclear precise 1 2 3 4 5 imprecise specific 1 2 3 4 5 vague accurate 1 2 3 4 5 inaccurate relevant 1 2 3 4 5 irrelevant believable 1 2 3 4 5 implausible consistent 1 2 3 4 5 contradictory fair 1 2 3 4 5 biased logical 1 2 3 4 5 illogical deep 1 2 3 4 5 superficial broad 1 2 3 4 5 narrow complete 1 2 3 4 5 incomplete Whatisthesinglemostimportantthingthatcouldbedonetoimprovethisdocument?
adaptedfromUsingInternetPrimarySourcestoTeachCriticalThinkingSkillsinHistory byKathleenW.Craver(Westport,Conn.:Greenwood,1999)

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PartIV PrimarySourcesonWisconsinHistoryAvailableFreeOnline
Primarysourceishistoriansjargonfordocumentscreatedbyparticipantsinor eyewitnessestohistoricalevents.Thoughtheycantakemanydifferentforms,primary documentsallsharethecommoncharacteristicofbeingfirsthandevidence.Primary sourcesarecontrastedwithsecondarysources,orinformationproducedbypeoplewho werenotparticipantsintheeventsdescribed,suchasclassroomtextbooksorscholarly articles.Examplesofprimarysourcesinclude: interviews booksproducedatthetime songs pamphlets photographs magazinearticles engravings newspaperstories maps letters cartoons diaries advertisements governmentreports posters laws museumobjects speeches Asthislistsuggests,primarysourcescomeinmanytypesprintedpublications, handwrittenmanuscripts,graphicalimages,museumartifacts,soundandvideorecordings, etc. TheWisconsinHistoricalSocietyhasmadetensofthousandsofprimarysources availableonitsWebsiteforfree.Themosthelpfulcollectionforusewiththishandbookis

TurningPointsinWisconsinHistory
locatedat

www.wisconsinhistory.org/turningpoints
TurningPointscontainsdigitalreproductionsofroughly1,000primarysourceson Wisconsinevents,includingnearlyallthetypeslistedabove.Youcanbrowsethroughit usingDPIstenmainthemesforteachingWisconsinhistory,orsearchitbytyping

29

keywordsintosearchboxesorbyopeningdropdownmenus.Thereareeyewitness accountsfromallerasinU.S.andWisconsinhistory,anddocumentsormuseumartifacts fromeveryhistoricalperiodoverthelast5,000years.Thereareprimarysourcesfromnearly everyWisconsincounty(typethecountynameinthesearchbox),andalargenumberof diaries,memoirsandothereyewitnessaccountswrittenbyyoungpeople.Youlldiscover primarysourcesfromeverymajorethnicgroup,andwrittenbywomen,children,and workingclasspeoplewhosevoicesarenotoftenheardinthestandardtextbooks. Youllalsofindshortbackgroundessaysonmorethan50pivotaleventsin Wisconsinhistory(who,what,where,when,why),annotationsexplainingeachprimary source(whereitcamefromandwhyitsimportant),100modernreferencemaps,anonline DictionaryofWisconsinHistory,dozensoflessonplans,andtheentirecontentsofthis handbook. AsetofpagesatTurningPointscalledUsingPrimarySourcesoffersmoreadvice onhowtoutilizethemintheclassroom,includingmastersofdocumentanalysis worksheetsthatyoucanprintoffandduplicate. OtheronlinecollectionsofWisconsinprimarysourcesavailableforfreeatthe SocietysWebsitearelistedathttp://www.wisconsinhistory.org/collections.asp.These include15,000photographsandotherimagesfromtheSocietyArchives,hundredsof paintingsandthousandsofpiecesofclothingfromtheSocietyMuseum,50,000pagesof WisconsinnewspaperstoriesfromtheSocietyLibrary,andhundredsofrarebooksand manuscripts. Whenyouwanttoshowstudentshownationaleventsaffectedtheirown community,startatTurningPointsinWisconsinHistory.

30

PartV 20ModelLessonsUsingPrimarySourcesonWisconsinHistory
Onthefollowingpagesare20lessonsthatusespecificprimarysourcesfrom Wisconsinhistorytodevelopstudentscriticalthinkingskills.Eachlessonincludes: thetopicinU.S.orWisconsinhistorythatthelessondealswith thebasichistoricalfactsabouttheevent linkstoshortbackgroundarticleswhereyoullfindthebasicfacts linkstospecificprimarysourcesforstudentstoexamineandanalyze backgroundonthatdocument(who,what,where,when,why) linkstotworelateddocumentscreatedbythesamehistoricalevents 8to12questionsthatfostercriticalthinkingaboutthedocument Wisconsin8thgradeand12thgradestandardsthatthelessonhelpstomeet Usethe30ClassroomTechniquesThatEncourageCriticalThinkingtoadaptthesemodels toyourspecificclassroomsituation. The20Lessons(thetypeofdocumenttoanalyzeisgiveninparentheses):
1.1673:MarquetteandJolietExploretheMississippi(travelnarrative) 2.1702:TheEffectsoftheFurTrade(missionarysletter) 3.1763:PontiacUrgesWisconsinIndianstoFight(speech) 4.(1783)1846:ShouldWomenBeAllowedtoOwnProperty?(lawyersspeech& womanslettertoeditor) 5.1827:JosephStreetTriestoPreventtheBlackHawkWar(manuscriptreport) 6.1850:TheU.S.GovernmentDeceivestheOjibwe(manuscriptpetitions&letters) 7.1854:ARealLifeLittleHouseStory(pioneermemoir) 8.1862:AWisconsinSoldierRefusestoGiveSlavesBacktoTheirOwners(military correspondence) 9.1865:ShouldBlackCitizensBeAllowedtoVote?(newspaperarticle) 10.1869:ShouldWisconsinsForestsBeSaved?(scientificreport) 11.1881:WhoBuilttheEffigyMounds?(newspaperarticle) 12.1886:ShouldGovernmentUseViolencetoSuppressDemonstrations?(memoirs) 13.1890:EnglishonlyinWisconsinSchools?(politicalspeech) 14.1910:ShouldNativeAmericanChildrenBeMainstreamed?(newspaperarticle) 15.1911:ShouldWomenBeAllowedtoVote?(politicalflyer) 16.1918:GermanLanguageBooksBurnedintheStreet(photograph) 17.1935:WhatShouldtheGovernmentDoaboutUnemploymentandPoverty? (governmentofficialsmemoir) 18.1950:CommunistandAntiCommunistPropaganda(politicalcampaignliterature) 19.19661984:DesegregatingWisconsinSchoolsandNeighborhoods(interviews). 20.19751990:AccommodatingNewImmigrants(Hmongteenagersmemoir)

Severalpagesattheendofthissectionintegratetheselessonsintospecificunits withinthemostpopularU.S.historytextbooks.

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LESSONONE

MarquetteandJolietExploretheMississippiin1673

Introduction:Between1492and1580theSpanishinvadedCentralAmericainsearchof silverandgold.Between1534and1673theFrenchinvadedNorthAmericainsearchoffurs andsouls.Theiroccupationbeganatseaboardvillages,grewwiththefoundingofQuebec in1608,andrapidlyspreadtotheGreatLakes.By1622,whentheMayflowerPilgrimshad barelymovedamileinlandfromPlymouthharbor,FrenchexplorerEtienneBrulewas skirtingtheWisconsinshoreofLakeSuperior. FrenchexplorationculminatedinthefamousvoyageofFatherJacquesMarquetteandLouis JolietdowntheMississippiin1673.Afterthat,ledbytheexplorerLaSalle,theFrenchbuilta greatarcofmilitarycampsandtradingpoststhatstretchedfromNewfoundlandwest throughtheGreatLakesandsouthtoNewOrleans.Downthatcurvetrickledfurtraders andmissionaries,andbackupitflowedthousandsofbeaver,marten,otter,andotherskins. Forthenextcenturyandahalf,FrenchcultureandcommercedominatedOuisconsin. BackgroundReading:ArrivaloftheFirstEuropeans http://www.wisconsinhistory.org/turningpoints/tp006/?action=more_essay DocumenttoAnalyze:TheMississippiVoyageofJollietandMarquette. http://www.wisconsinhistory.org/turningpoints/search.asp?id=370 Who,What,Where,When,Why:FatherJacquesMarquettewrotethisdocumentasthe cleancopyofajournalhekeptonthevoyage;itwasintendedforhissuperiorsintheJesuit Order,andheexpectedittobepublished.Itbeganasajournalbutbecausethiscopywas draftedafterwards,itattimesreadslikealetterorreport.Mostportionswerecomposed aroundthecampfireafterthedayseventsduringthesummerof1673,whileotherpartsare summarieswrittenuptoayearlater.Itwascreatedtodescribenewthingsseenforthefirst time,asadocumentaryrecordofthetrip. RelatedDocuments: Dablon,Claude.RelationofthediscoveryofmanycountriessituatedtothesouthofNew France,madein1673 http://www.wisconsinhistory.org/turningpoints/search.asp?id=14 and Thevenot,Malchisedec.Cartedeladcouvertefaitelan1673danslAmrique septentrionale. http://www.wisconsinhistory.org/turningpoints/search.asp?id=103 Vocabulary:unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities: 1.LocateandnametheSt.LawrenceRiver,thefiveGreatLakes,andtheMississippiRiver onamodernmapsuchasthatathttp://www.americanjourneys.org/maps/aj051.pdf.Find Quebec,Machilimackinac,Wisconsin,andChicagoonthatmap. 2.HowdidMarquettecrossWisconsin?Usethemapat http://www.wisconsinhistory.org/reference/maps/pdf/RM005a.pdf.Whereisyourschoolin relationtohisroute?Findthesameplacesonthe1681map (www.wisconsinhistory.org/turningpoints/search.asp?id=103). 3.Nearthebeginningofthetrip,alongtheshoreofGreenBay,MarquetteandJolietare warnedbyMenomineeeldersnottoattemptthevoyage(seepage231).Whatreasonsdothe Menomineegive?Marquettesayshesgoingtotryitanyway.Whatreasonsdoeshegive? Whodoyouthinkhasabetterargument?Why? 4.IncontrasttoMarquette,whydidFrenchofficialswanttoundertakethisjourney(seethe firstpageofJolietsinterviewathttp://www.wisconsinhistory.org/turningpoints/ search.asp?id=14;clickpage&texttoseeatypedEnglishtranslation)?Howisthat differentfromMarquettesreason? 5.Marquettesaysitwouldallbeworthitifwhathappened(seepage257)?Whatother thingsmustMarquettebelieve,ifhebelievesthat? 6.WhydidMarquetteandJolietturnbackbeforereachingtheGulfofMexico(seepage 256)?Listtheirreasonsinstatementsbeginning,Because...Didtheymaketherightchoice, orshouldtheyhavecontinuedon?Whydoyouthinkthat? 7.IttookMarquetteandJoliet30daystogo1,273milesfromPrairieduChientoArkansas (June17toJuly17)butittookthemalmosttwiceaslong(54days)togoonly920milesback toChicago(July17toSept.13).Howfardidtheytraveleachday,onaverage,ontheway down?Howmanyeachdayonthewayback?Whydidtheygomoreslowlyonthereturn trip? 8.InChinapeoplespeakChinese;inSomalia,Somali;inGermany,German.Explainwhy wearentconductingthisclassinMenominee,HoChunk,orOjibwe. 8thGradeStandardsAddressed: 8.1,8.2,8.3,8.7,8.10 12thGradeStandardsAddressed: 12.1,12.2,12.6,12.8

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LESSONTWO

TheEffectsoftheFurTrade,16801700

Introduction:Between1650and1850,lifeinWisconsincenteredaroundhuntingbeavers. IndianstradedtheirpeltstoFrenchCanadiansfortradegoodssuchasmetalknives,guns, bullets,andbrandy.Soldierswerequarteredheretokeepthepeace,andmissionarieswere senttoconverttheIndians.Indianswhohadlivedforcenturiesinstablecommunities scatteredthroughtheforestinpursuitoffurswhiletheirdependentsclusteredaround FrenchfortswheretheyencounteredEuropeangerms,alcohol,andsexualexploitation. Whenawintersworthofbeaverskinsweretradedinthespring,Indianhuntersoften foundtheyonlypaidthepreviousyearsdebtsandhadtoborrowagaintoobtain ammunitionandotherbasicnecessitiestolastthroughthenextwinter. BackgroundReading:TheFrenchFurTrade http://www.wisconsinhistory.org/turningpoints/tp007/?action=more_essay and ColonialismTransformsIndianLife http://www.wisconsinhistory.org/turningpoints/tp008/?action=more_essay DocumenttoAnalyze:Carheil,Etiennede.Letter...toMonsieurLouisHectordeCallires, governor[onconditionsintheUpperLakesin1702]. http://www.wisconsinhistory.org/turningpoints/search.asp?id=16 Who,What,Where,When,Why:FatherEtiennedeCarheil(16331726)cametoCanadain 1666.Hemovedin1686tothewesternGreatLakesandhelpedbringpeacetotheregion. Frenchofficials,soldiers,andfurtradersallreapedhandsomeprofitsattheexpenseofthe Indians,andCarheilwasaleadingvoiceinthe1690sforreform.Hewasineffective, however,andleftthewestin1702tospendtherestofhislifeinQuebec.Inthislongletter, hetriestopersuadeofficialstocurbtheexcessesofsoldiersandtradersbygivinggraphic accountsoftheirabuses.HeiswritingfromMackinaw,attheheadofLakeMichigan,but describingconditionsacrosstheregion;wecansafelyassumetheseabuseswerehappening atGreenBay,LaPointe,andelsewhereinWisconsin. RelatedDocuments: Lahontan,Louis,baronde.NewVoyagestoNorthAmerica.(excerpt) http://www.wisconsinhistory.org/turningpoints/search.asp?id=15 and Henry,Alexander.Excerptonhis17651766stayinWisconsin. http://www.wisconsinhistory.org/turningpoints/search.asp?id=21 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

34

StudentActivities: 1.Onpage191Fr.Carheilstateshismainpoints.Listthreehardshipshesaysthe missionariesareexperiencing.Whatdoeshethinktheymayleadt? 2.Onpage193hesaystherearetwocausesforthepositionthemissionarieshavebeenput in.Whatarethose?Ifhethinksthosethingsarebad,whatmusthethinkisgood? 3.Whydontthecommandersofthefrontiergarrisonsputastoptotheexcesses?Whatfour thingsdoeshesay(pp.195199)occupymostofthesoldierstimeandenergy? 4.IsFr.Carheilsevidencecomplete?Doesheconsidertheviewsofotherpeoplewhomight disagree?Whoseviewsofthesituationarenotrepresentedinhisletter? 5.BaronLahontanwasasoldierwhovisitedWisconsininthe1680sandlivedclosetothe furtrade.Howdoeshisviewdifferfromthemissionarys(seepage46ofhisbook)?Ifhe thinkstheMontrealreligiousauthoritiesarebad,whatmusthethinkisgood? 6.FromLahontansdescriptiononpp.5155,whodoyouthinkbenefitedmostfromthefur trade?Indians?TradersinplaceslikeGreenBay?MerchantsinMontreal?Consumersin Paris?Listyourreasonsinstatementsbeginning,Because... 7.AmericanbeaversflowedacrosstheAtlanticwheretheywereturnedintosturdyhats worninEurope.Todaywhatanimals,minerals,orotherresourcesflowfromremoteareas oftheworldtobecomepartofdailylifeintheU.S.?[teachers:oilisthemostobvious;coffee, computerchips,clothing,andcheaplaborcouldbeotherexamples] 8.Thinkabouttheresourceyouidentifiedinthepreviousquestion.Whoplaysarolelike theIndianhunter,thesmallfurtrader,theMontrealorParismerchant,andthecustomer keepingwarmundertheirbeaverhat?Makeasimplechartshowingtheparallelsbetween thosepeopleandpeopletoday. 9.SeeAlexanderHenrysdescriptionoftheconsequenceswhentheLakeSuperiortrade collapsed17601765.Whatmightcauseyourmodernsystemtosuddenlycollapselikethe Frenchfurtradedidinthe1760s?Whatmightbetheconsequencesofthatforeachofthe peopleonyourchart? 8thGradeStandardsAddressed: 8.1,8.4,8.10,8.11 12thGradeStandardsMet: 12.1,12.2,12.4,12.12,12.15

35

LESSONTHREE PontiacUrgesWisconsinIndianstoFight,1763
Introduction:BythetimeOttawachiefPontiacgavethespeechcitedbelow,Englishsettlers hadbeencrowdingIndiansofftheirancestrallandsandFrenchtradershadbeenexploiting themeconomicallyfor150years.DuringthebriefwindowaftertheFrenchsurrenderedin 1760butbeforetheEnglishcouldestablishcontrol,Pontiacsawachanceforallthe oppressedtribestoriseuptogetheranddrivetheEuropeansintothesea.Intheearly1760s hetraveledeverywherefromKentuckytoCanadaenlistingsupportforhisvision.Inthe summerof1763simultaneousattacksacrossthewestdid,infact,driveEnglishtroopsfrom outpostssuchasGreenBayandMackinaw,butasiegeofthemainBritishgarrisonat DetroitwasunsuccessfulandPontiacscampaignultimatelyfailed. BackgroundReading: ColonialismTransformsIndianLife http://www.wisconsinhistory.org/turningpoints/tp008/?action=more_essay and BackgroundEssayontheJournalofPontiacsConspiracy,1763 http://www.americanjourneys.org/aj135/summary/index.asp DocumenttoAnalyze:PontiacsSpeechtoIndiansatMilwaukee,1763,in:Porlier,LouisB. CaptureofMackinaw,1763. http://www.wisconsinhistory.org/turningpoints/search.asp?id=47 Who,What,Where,When,Why:PontiacwasborninacommunityofOttawaIndians between1712and1725,probablynearDetroit,andfoughtwiththeFrenchduringthe FrenchandIndianWar(17551763).AftertheEnglishwonthatwar,agroupofOttawa, Ojibwa,Huron,Potawatomi,andotherchiefsfromLakeSuperiormetsecretlyin1762to considerhowtoousttheEnglish;overthenextyeartheyreachedouttosympathetictribes intheregion.DuringthisperiodPontiacvisitedMilwaukee(astrongholdknowntothe EnglishasthoserenegatesofMilwaukeeahorridsetofrefractoryIndians)and deliveredthespeechrelatedhere.ItwasheardbyMenomineeIndians,passedorallyto Souligny(17851864),whospokeitin1848inthepresenceoffurtraderLouisPorlier.Bythe timePorlierwroteitdown,Pontiachadbeendeadformorethanacenturyand30yearshad elapsedsincePorlierhadheardSoulignydeliverit.Intoneandsubstance,however,itis verymuchlikethecontemporarytranscriptionmadeofanotherPontiacspeechinthe JournalofPontiacsConspiracylinkedbelow. RelatedDocuments: Gorrell,James.Lieut.JamesGorrellsjournal[17611763](pp.3648) http://www.wisconsinhistory.org/turningpoints/search.asp?id=20 and Grignon,Augustin.SeventytwoyearsrecollectionsofWisconsin.(pp.224228) http://www.wisconsinhistory.org/turningpoints/search.asp?id=28

36

and JournalofPontiacsConspiracy1763.(pages38and40) http://www.americanjourneys.org/aj135/ Vocabulary:unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.HowdoweknowwhatPontiacsaidinMilwaukee?Whatistheevidence?How trustworthyisthisevidence? 2.Inyourownlife,whatinformationissoimportantthatyouvememorizeditanddont needtowriteitdown?[teachers:birthdays,SocialSecuritynumber,pledgeofallegiance,Lords Prayer?]Whatimportanttextscamedowntousforcenturiesthroughoraltradition?[Homer, OldTestament,nurseryrhymes]Howreliablearethese? 3.WhatarePontiacsmainpointsinthisspeech? 4.WhatreasonsdoeshegiveforWisconsinIndianstojoinhiscampaign?Inyouropinion, aretheygoodreasons?Wouldyouriskyourownlifeforanyofthem? 5.HowdoesPontiacsargumentrelatetomodernideassuchasfreedom,liberty,national identity,individualconscience,orcivicduty?Wouldyouriskyourownlifeforanyofthese ideas? 6.Inanotherspeech,givenlaterin1763whenhiscampaignhadlostmomentumduringthe siegeofDetroit(seepages38and40ofJournalofPontiacsConspiracy),hemadea differentargument.Whatarehismainpointsthere?Howdotheydifferfromthoseinthe Milwaukeespeech? 7.IntextbooksthiswarisoftencalledPontiacsConspiracyorPontiacsRebellion.What dothosenamestellyouaboutwhowrotethetextbooks?Abouttheaudiencesforwhom theywerewritten?Makeuptwonewnamesfortheseeventsthatexpresstwodifferent viewpoints,neitherofwhichrepeatsthevaluesofthetraditionalnames. 8thGradeStandardsAddressed: 8.1,8.4,8.5,8.6,8.11,8.12 12thGradeStandardsAddressed: 12.2,12.4,12.5,12.12,12.13

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LESSONFOUR

1846:ShouldWomenBeAllowedtoOwnProperty?

Introduction:In1787,theFoundingFatherscreatedtheU.S.Constitution,thefirstrulebook fororganizingpowernotfromthetopdownbutfromthebottomup,throughthewillofthe people.Everynewstatealsoneededaconstitution,andin1846Wisconsinsleaderstriedto decidefundamentallawsforthenewregion.Atthetime,womenhadnolegalrightsunder mostgovernments.Aslongasawomanlivedathome,allherpossessionsandanymoney sheearnedbelongedtoherfather;aftermarriage,theybelongedtoherhusband.Some peopledraftingWisconsinsconstitutiontriedtoinsertanarticleallowingmarriedwomen toowntheirownproperty,suchasmoneyearnedorinherited.Votersrejectedthedraft constitutioncontainingthiscontroversialprovisionbutsimilarlegalprotectionsweresoon passedbythestatelegislature. BackgroundReading: TheNorthwestOrdinance,1787 http://www.wisconsinhistory.org/turningpoints/tp009/?action=more_essay and TheStateConstitutionsof1846and1848 http://www.wisconsinhistory.org/turningpoints/tp015/?action=more_essay DocumenttoAnalyze:Strong,MarshallM.SpeechFebruary5,1847.(pp.235243) http://www.wisconsinhistory.org/turningpoints/search.asp?id=59 Who,What,Where,When,Why:ThisspeechwasgivenbyMarshallM.Strong,adelegate tothe1846constitutionalconventionfromRacine,whobelievedthatawomansproper placewasinthecareofherhusband.Earlyinthelegislativesessionof1847,Strongmade thisspeecharguingthatwomenspropertyrightswerenotonlyunrepresentativeof majorityopinion,butsuretoproduceonlyevil.Strongresignedfromtheconvention beforeitsclosewhenhisobjectionswerenotheeded RelatedDocuments: Agricola.AgricolasViewsonRightsofMarriedWomen[February27,1847]. http://www.wisconsinhistory.org/turningpoints/search.asp?id=56 and Wisconsin.ConstitutionalConvention(1846).RejectedConstitution,1846. http://www.wisconsinhistory.org/turningpoints/search.asp?id=54 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities: 1.WhatareStrongsmainpointsabouttheneedforasecondconvention,shouldthe constitutionfailtoberatified?Whydidheresignfromtheconstitutionalconvention? 2.WhatareStrongsobjectionstogivingmarriedwomenpropertyrights?Listthreethings hethinkscouldhappenifwomenweregrantedthoserights. 3.Ifhebelievesthatwomenshouldnotownproperty,whatshoulddoeshethinktheybe doing?WhatassumptionsdoesStronghaveaboutwomenandtheircapabilities? 4.IsStrongsevidencecomplete?Doesheconsiderotherviews?Doesheexplainwhyhe hasthisparticularconceptualframework? 6.AgricolawasananonymouswritertotheeditoroftheWisconsinDemocrat.Howdoes thiswritersviewdifferfromStrong?Whatevidencedoess/heprovide? 7.WhatdoesAgricolasayaboutStrongsevidenceforhisviews(pp.361362)?Whatis impliedinhercriticismofhisevidence? 8.WhydoesAgricolabelievethatgivingahusbandlegalcontroloverhiswifesmoneyisa badthing?Whatharmdoess/heseecomingfromit? 9.Whodoyouthinkhadthemosttobenefitfromeithergrantingordenyingawomans righttoownproperty?Men?Women?Both?Listreasonsbothforandagainstproperty rightsfromtheperspectiveofamanandthenofamarriedwoman. 10.BothStrongandAgricoladescribewomenasvirtuousandmoral,yetarriveatdifferent conclusionsabouttheeffectsofallowingwomentoownproperty.Whydoyouthinkthis is?Whymightpeopleatthistimehavefoundappealstowomensvirtuecompelling?List yourreasonsinstatementsbeginningBecause 11.Arethereanygoodreasonsfortreatingmenandwomendifferentlyunderthelaw? Why?Giveatleastoneexampleofasituationinwhichmenandwomenoughtnotbe treatedexactlythesameway.

8thGradeStandardsAddressed:
8.1,8.2,8.4,8.5,8.10,8.12

12thGradeStandardsAddressed:
12.1,12.2,12.4,12.6,12.8,12.15

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1828:JosephStreetTriestoPreventtheBlackHawk Introduction:Intheearly19thcentury,Wisconsinleadminingwasmoreattractiveto settlersthaneitherthefurtradeorfarming.By1827someoftheLeadRegionhadbeen grantedtotheU.S.butmostofitstillbelongedtotheHoChunk.Thisdidntstoptheminers frominvadingthearea,includingfuturegovernorHenryDodge.Promptedbywavesof illegalsquattersandbelieving(incorrectly)thatU.S.soldiershadhelpedmurderHoChunk prisoners,inlateJune1827awarriornamedRedBirdattackedfarmsandboatsnearPrairie duChien,killingsixsettlers. ThatwasthesituationwhenJosephStreetarrivedinPrairieduChienlatein1827asthenew Indianagent.Streetwasimmediatelyworriedaboutafullscalewar,andinaletterwritten onJan.28,1828,tohissuperiorsintheU.S.WarDept.,hedescribesthetensionscausedby whitesquattersandhisfearsthatthesituationwillgrowviolent.Openwarfarefinallybroke outfouryearslater,andStreetwasstillatthecenteroftheaction. BackgroundReading: LeadMininginSouthwesternWisconsin http://www.wisconsinhistory.org/turningpoints/tp026/?action=more_essay and TheBlackHawkWar http://www.wisconsinhistory.org/turningpoints/tp012/?action=more_essay DocumenttoAnalyze:JosephStreetsJan.28,1828,LettertotheSecretaryofWar. http://www.wisconsinhistory.org/turningpoints/search.asp?id=265 Who,What,Where,When,Why:InthisletterStreetiswritingfromPrairieduChientotell hissuperiorsinWashingtonabouttensionsonthefrontier.Theoriginalhandwrittenletteris intheNationalArchives;theimagesyouseearefromamicrofilmcopy.Toviewatyped versionofanypage,clickPage&Textattheupperrightwhilereadingit.HoChunk eldersarequotedatlength(especiallyintheopeningpages)andthesocalledWinnebago Warof1827isreviewedindetail,includingaHoChunkchiefsexplanationofRedBirds behavior(page2).NeartheendoftheletterStreeturgesthegovernmenttostopwidespread sexualexploitationofIndianwomen,andrevealshoweconomics,race,andgenderrelations wereallwoventogetherontheWisconsinfrontier(pages1012). RelatedDocuments: Meeker,Moses,17901865.EarlyhistoryoftheLeadRegionofWisconsin. http://www.wisconsinhistory.org/turningpoints/search.asp?id=895 and Chandler,R.W.MapoftheLeadMinesontheUpperMississippiRiver.(1829). http://www.wisconsinhistory.org/turningpoints/search.asp?id=106 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary 40

LESSONFIVE

 StudentActivities: 1.Onpageone,howdoesaHoChunkchiefdescribehisnationsorganizationand government?Listsomegoodandbadthingsaboutacommunityorganizedthatway. 2.Onpages23,WhiteHeadedDecorahconfrontstwoIndiansandurgesthemnottodrink alcohol.Whataresomeofhisreasonsforclaimingalcoholisbad?Howdoeshisargument comparetothatoftodaysgovernment,whichsimplyurgesustoJustsayno?Whichkind ofargumentdoyouthinkworksbetter? 3.Atthetopofpagethree,whatreasonsdoestheHoChunkspeakergiveforclaiming whitesettlersshouldnottakeHoChunklands?Whatisheafraidwillhappen?Whatdoes hewanttheGreatFatherinWashingtontodotopreservepeace? 4.AtthetopofpagefourStreetdescribestherecentactionsoffuturegovernorHenry Dodge.GiveonereasonwhyStreetsaysitswrongforDodgetodothat,andonereason whyitsalright.WhatdoyouthinkareDodgesactionsjustified? 5.Onpages56StreetexplainsthattheHoChunkdontunderstandtheU.S.legalsystem. WhatistheIndiansystemofjusticehedescribes?Listsomegoodthingsandsomebad thingsabouteachwayofsettlingdisputes(theHoChunkandtheU.S.). 6.WhatdoesStreetgetsoangryaboutonpages912ofthisletter? 7.WhatareStreetsreasonsfordenouncingcommonlawrelationsbetweenIndianwomen andwhitemen?Canyouthinkofothers?Whichreasonisthemostpowerful? 8.Lookatthe1829Chandlermapalongsideamodernmap.Findthreeplacesonthe modernmapthatarealsoontheChandler1829map(lookforlakesandriversratherthan fornames).OutlinetheareacoveredbytheChandlermaponthemodernone. 9.TheChandlermapincludeslotsoftext.Howmanyminescanyoucount?Howmany taverns?Howmanychurchesorschools?Whatdoesthatmakeyouthink? 8thGradeStandardsAddressed: 8.1,8.3,8.4,8.5,8.10,8.11 12thGradeStandardsAddressed: 12.1,12.2,12.4,12.5,12.9,12.11,12.12,12.13,12.16

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LESSONSIX

1850:Indians&WhitesRespondtotheSandyLakeTragedy

Introduction:Startinginthe1830s,U.S.officialstriedtoremovealleasternIndiannations ontolandswestoftheMississippi.In1850,thegovernmentdecidedtoapplythispolicyto theLakeSuperiorOjibwe.ToinducethemtoleavetheirWisconsinhomeland,agentJ.S. Watrousandotherofficialsmovedthe1850Ojibweannuitypayment,requiredbythe Treatyof1842,toSandyLake,Minn.,ratherthanholdingitatLaPointe,Wisconsin,as usual.InlateNovember,about3,000Ojibwetraveledthe500milestoSandyLakeonlyto findnopaymentandnoprovisions:thegovernmenthadhopedtostrandthemwestofthe Mississippi.Bythetimetheywereabletomakeithome,about400peoplehaddiedof hunger,disease,orexposure(morethan10%ofthenation). ThesegovernmentactionssettheOjibweandmanynonnativecitizensfirmlyagainstthe policyofremoval.Followingtheuproar,agedOjibweChiefBuffalotraveledtoWashington inJuneof1852,metwithPresidentMillardFillmore,andpersuadedhimtodropthe removalorder.Thesubsequent1854ReservationTreatyofLaPointeguaranteedthe OjibwehomelandsandhuntingandfishingrightsinWisconsinforever.Tenyearslater, whentheU.S.wantedmorelands,theOjibwesubmittedalengthybilingualdocumentto Washingtondetailingtheirmistreatmentbygovernmentrepresentativesfrom1826on. BackgroundReading:TreatyCouncils,fromPrairieduChientoMadelineIsland http://www.wisconsinhistory.org/turningpoints/tp013/?action=more_essay DocumenttoAnalyze:Letters&ManuscriptsRelatedtoSandyLake,1850,fromtherecords oftheBureauofIndianAffairs http://www.wisconsinhistory.org/turningpoints/search.asp?id=380 Who,What,Where,When,Why:Thesecontemporaryhandwrittenmanuscriptsrelatingto theSandyLakeTragedyincludeprotestsagainstremovalbyOjibweleadersand sympatheticwhiteneighbors,descriptionsofthejourneyandconditionsatSandyLakeby Ojibwechiefs,andpetitionsinwhichOjibweleadersrequestthereassignmentofIndian agentJ.W.Watrous.WearegratefultotheLacCourteOreillesHistoricPreservationOffice forhelpingusmaketranscriptsofthesedocumentsavailable. RelatedDocuments: JuliaSpearsmemoirofSandyLake,onpages114122ofBartlett,WilliamW.History, TraditionandAdventureintheChippewaValley.(EauClaire,Wis.:Theauthor,1929). http://www.wisconsinhistory.org/turningpoints/search.asp?id=1030 and ChiefBuffalosPetitiontothePresident http://www.wisconsinhistory.org/turningpoints/search.asp?id=75 and

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StatementmadebytheIndians,abilingualpetitionoftheChippewas,1864, http://www.wisconsinhistory.org/turningpoints/search.asp?id=40 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.ThethreepagePetitionfromWhiteResidentsResidingontheSouthCoastofLake Superior...claimsthattheremovalpolicyisfraughtwithsomanyevilconsequencesthat itshouldnotbepursued.Listinyourownwordsthepremisestheygiveforreachingthat conclusion. 2.Onpages119120ofBartlettsHistory,TraditionandAdventureintheChippewaValleyisa letterbyanOjibwewomannamedJuliaSpears,recallingtheSandyLaketrekandaspeech bychiefKichiMakigan.WhydoesKichiMakiganrejecttheU.S.offertomovetheOjibwe westoftheMississippi? 3.IntheUndatedLetterfromSandyLakefromEightOjibweChiefs...,whatisthemain thingthattheywanttheSuperintendantofIndianAffairstodo? 4.WhydidtheauthorsofthatlettersignitwithXs?Whatwasthepurposeofthesix witnesses,insigningit? 5.IntheUndatedCopyofaLetterfrom13ChiefsandHeadmen...,whatreasonsaregiven forwantingtheIndianagentremoved?Restatetheminyourownwords.Whichoneisthe mostpersuasive,inyouropinion? 6.ComparetheactionsofIndianagentWatrouswiththoseofIndianagentStreetinlesson5. Listthewaysthatthetwomenaredifferentfromoneanotherinattitudesandactions. 7.Morethan10%oftheLakeSuperiorOjibwediedasaresultofIndianAgentWatrous actionsyethesufferednopunishment.Howcouldthathappen?Ifanyfederalorstate officialcausedthedeathsofhundredsofpeopletoday,wouldnttherebeconsequences? Whywerentthesamestandardsappliedthen? 8thGradeStandardsAddressed: 8.1,8.4,8.5,8.6,8.11 12thGradeStandardsAddressed: 12.5,12.12

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LESSONEIGHT

1854:ARealLifeLittleHouseStory

Introduction:LauraIngallsWildersnovel,LittleHouseintheBigWoods,madelifeonthe Wisconsinfrontierrealtothousandsofyoungreaders.Hereisa5pagememoirofapioneer girlhoodinWisconsinthatsasvividasWilders.AngelaHastewas5whenshetraveledby coveredwagontoWisconsinin1856.Writingforherchildrenandgrandchildren,80years later,shedescribedherclothes,games,food,holidays,school,anddailychoresasherfamily createdahomesteadinthewildernessofWaupacaCounty.Shealsorecountshomelife duringtheCivilWarwhenallthemenandolderboyswentawayandmany,likeherbig brother,neverreturned.Twootherdocumentslistedbelowshowpioneersettlementfrom slightlydifferentperspectivesthanAngelaHasteFavells.EmmanuelPhilippwrotehis reminiscenceofSaukCountyattherequestoftheWisconsinConservationCommission, providingalookatfrontierlifeforboys.Theseconddocumentisajournalkeptbyteenager SarahFooteasherfamilytraveledtoWisconsinfromOhioin1846. BackgroundReading:19thCenturyImmigration http://www.wisconsinhistory.org/turningpoints/tp018/?action=more_essay DocumenttoAnalyze:Favell,AngelaHaste.AGirlPioneerintheWisconsinWilderness. MilwaukeeJournal,Aug.7,1932 http://www.wisconsinhistory.org/turningpoints/search.asp?id=954 Who,What,Where,When,Why:ThisdocumentwaswrittenbyAngelaHasteFavellwhose familysettledinWaupacaCountyin1856.Heraudiencewasoriginallyhertwochildren andfourgrandchildren,butherstorywasthenprintedinthenewspaperasanexampleof pioneerlifeinWisconsin.Favellwrotethisaccountwhenshewas80yearsoldandlivingin Superior.Likemanygrandparents,Favellprobablysoughttosharehermemorieswithher familybeforeheruniqueexperienceswerelosttohistory. RelatedDocuments: Philipp,Emmanuel.Gov.Philippwritesstoryofhisboyhood.WisconsinStateJournal,21 March1920. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1387 and Foote,Sarah.AJournalKeptbyMissSarahFooteApril15toMay10,1846. http://www.wisconsinhistory.org/turningpoints/search.asp?id=32 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities: 1.WhatareFavellsmainpoints?Namethreeaspectsoffrontierlifeshehighlights.Why doesFavellchoosetohighlightthese?Whatelsecouldshehaveemphasized? 2.WhatdoyouthinkisFavellsgoalinwritingthisstory? 3.EmmanuelPhilippgrewupinSaukCounty,andeventuallybecamegovernorof Wisconsin.HowdoeshisdescriptionofhischildhooddifferfromFavells?Whatare Philippsmainpointsandwhatmessagedoeshehopetoimparttohisreaders? 4.WhataretheassumptionsbehindtheselectionandframingofbothFavellandPhilipps reminiscences?Aretheydifferent?Thesame?Why? 5.BothFavellandPhilippwroteforaspecificaudience.Howdoesthatdetermineand/or limitthepointofview? 6.Listseveraldifferencesbetweenthelivesofgirlsandboysonthefrontier. 7.UnlikeFavellandPhilippwhowrotefrommemory,SarahFootewroteaboutheryouthas sheexperienceditinadailyjournal.Howisherexperiencedifferentfromtheothers?What arehergoalsandhowdotheyshapetheoutcome?Inwhatwaysdothetimeandtheplace inwhichadocumentwaswrittenaffecttheendresult? 8.Doyoulearnanythingdifferentfromadiarythanfromamemoir?Listfourdifferences betweenthetwoformsofwriting. 9.Whatwouldyouchosetoemphasizeinamemoirofyourownearlychildhood?What wouldyouleaveout?Why? 10.Inthatmemoirofyourearlychildhood,whatactivitieswouldbeincludedthatarealso inFavellsandPhillips(thoughyouprobablydidtheminadifferentway)?Makealist. Whatchoicesdidtheyhavetofacethatyou,too,hadtoface?Makeanotherlist. 8thGradeStandardsAddressed:8.1,8.4,8.12 12thGradeStandardsAddressed:12.1,12.2,12.3,12.4

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LESSONEIGHT AWisconsinSoldierRefusestoReturnSlavestoTheir Ownersin1862

Introduction:OneJunedayin1862,Sgt.JohnPerrywasinBatonRouge,Louisiana,when twoescapingslavesappearedathisregimentscampwearingironshackles.African AmericanrefugeeswhodescapedfromtheirownersswarmedaroundeveryUnionArmy campatthetime,sometimesoutnumberingthetroops2to1.ThishadledGeneralThomas WilliamstoissueGeneralOrder46onJune5,1862,requiringallU.S.troopstoreturn escapedslavestotheirowners.Perryscolonel,HalbertE.Paine,orderedtheshacklesand ironcollarsremovedfromthesetwoslaves,andrefusedtoreturnthemintoslavery.Inthe correspondencecitedbelow,heexplainshisreasonsforthisdirectdisobedienceofordersin letterstohiscommandingofficer.Gen.WilliamswasnotimpressedbyPainesargument, andstrippedhimofhiscommandandhisweapons.AfewmonthslaterGen.Williamswas relievedofhisowncommand,PainewasraisedtotherankofBrigadierGeneral,andthe morememorableofthetwoslaveslefttoenlistinaUnionregimentofAfricanAmerican volunteers.ThenextyearPainelostalegandPerrywaswoundedinthestomachatthe BattleofPortHudson,wherethefirstAfricanAmericanregimentsfoughtalongsidethe Wisconsin4thInfantry. BackgroundReading: AbolitionandOtherReforms http://www.wisconsinhistory.org/turningpoints/tp021/ and TheIronBrigade,OldAbeandMilitaryAffairs http://www.wisconsinhistory.org/turningpoints/tp023/ DocumentstoAnalyze: Newsfromthe4thRegimentCol.PaineUnderArrest http://www.wisconsinhistory.org/turningpoints/search.asp?id=1362 and AShamefulHistory http://www.wisconsinhistory.org/turningpoints/search.asp?id=1363 Who,What,Where,When,Why:ThesetwonewspaperarticlesappearedintheWisconsin pressinthesummerof1862.ThefirstprintslettersbetweenCol.PaineandGenWilliams staff.ThesecondprovidesfurtherdetailsfromRev.A.C.Barry,chaplaintothe4thInfantry, whohadjustreturnedfromthefront. RelatedDocuments: Perry,JohnT.PrizeStory[hisaccountoftherefugeeslaves,referredtoabove] http://www.wisconsinhistory.org/turningpoints/search.asp?id=1352 and

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TheironcollarremovedfromafugitiveslavebyWisconsinsoldiersin1862 http://www.wisconsinhistory.org/turningpoints/search.asp?id=1366 Vocabulary:unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.ListseveralreasonswhyGen.Williamsmayhavethoughtrefusingtoletslavesstayin Unioncampswasagoodidea. 2.Inthefirstarticle,whatreasonsdoesCol.Painegiveforrefusingtosendawayescaping slaves?Onwhatpremisesishisconclusiontodisobeyadirectorderbased? 3.DoyouthinkCol.Painemadetherightchoice?Why?Whatisitthatmakesanychoice rightorwrong? 4.WasitrightforGen.WilliamstopunishCol.Paine?Listseveralreasonswhydisciplined chainofcommandshouldbemaintainedduringwartime. 5.Mostpeoplehavesometimesexceededthespeedlimit,toldalittlelie,ordownloaded music.Howdoyoudecidewhenitisbesttoobeyandwhenitisbesttodisobeyarule?If rulesarentyourauthority,whatis? 6.Ifyourconscienceisyourguide,howdoyouknowitsnotmistaken?Werentthe9/11 hijackersprobablyfollowingtheirconsciences? 7.ReadRev.BarrysdescriptionoftwoslavesinAShamefulHistoryandthenreadPerrys PrizeStory.Doyouthinktheydescribethesameincidentinvolvingthesametwoescaping slaves?Whatevidencemakesyoususpecttheyarethesame,ordifferent? 9.WeknowexactlywhathappenedtoCol.Painefortherestofhislifebutwecannot discoverwhathappenedtoOldSteve,thecentralfigureinPerrysaccount.Why?Whyis theresomuchmorehistoricalinformationavailableaboutonethantheother?Inoursociety today,whatkindsofpeoplearelikelytogoundocumented? 10.LookattheironcollarremovedfromOldStevesneck.Howdoyoureactasyou examineit?Howisthatdifferentfromhowyoureactedtothenewspaperarticles? 8thGradeStandardsAddressed 8.1,8.3,8.4,8.5,8.6 12thGradeStandardsAddressed 12.1,12.2,12.5,12.15,12.18

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LESSONNINE

1865:ShouldBlackCitizensBeAllowedtoVote?

Introduction:TheWisconsinconstitutionallowedblackcitizenstovote,providedthatthe ideawassubmittedtothevoteofthepeopleatageneralelection,andapprovedbya majorityofallthevotescastatsuchelection.Whenin1849Wisconsinresidentsvotedon thatquestion,AfricanAmericanvotingrightswereapproved5,265to4,075.Buttherewere severalissuesontheballotthatdayandlessthanhalfofallpeoplewhowenttothepolls votedontheblacksuffragequestion.Becauseamajorityofallthevotescastthatdaydid notapproveblacksuffrage(themajorityhadnotvotedonitatall),mostobserversbelieved thatAfricanAmericanswerenotpermittedtovoteinWisconsin.Insubsequent referendumsin1857andin1865,votersrejectedblacksuffrageoutright. Whenduringthe1865referendum,EzekielGillespie,aleaderofMilwaukeesblack community,wasnotallowedtoregistertovote,hesuedtheelectionofficials.Hissuit immediatelyadvancedtotheWisconsinsupremecourt,wherehisattorneyclaimedthatthe phraseinthe1848constitution(quotedabove)meantthatonlyamajorityofvotesonthe suffrageissuehadtoprevail,notamajorityofallvotescastonallissuesthatday.The supremecourtagreedwithhimandruledthatblackcitizenshadbeenentitledtovotein Wisconsinsince1849.Atthetime,suffrageappliedonlytomen;itwouldbemorethanhalf acenturybeforewomen,blackorwhite,wouldbeallowedtovote(in1920). BackgroundReading:BlackHistoryinWisconsin http://www.wisconsinhistory.org/blackhistory/ DocumenttoAnalyze:NegroSuffrageinWisconsin.DailyMilwaukeeNews,Nov.12,1865. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1384 Who,What,Where,When,Why:ThisshortnewspaperarticleappearedinMilwaukee immediatelyafterthe1865popularreferendumonwhetherAfricanAmericansshouldbe allowedtovoteinWisconsin.Itsauthorisnotidentified,butitspointofviewisveryclearly againstpermittingblacksuffrage.Theradicalleaderstowhomitreferswereabolitionist RepublicanssuchasByronPaineandShermanBooth. RelatedDocuments: FirstColoredVoter.TheEveningWisconsin,June12,1897. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1385 and Huber,HenryA.CitizenshipofWisconsin.SomeHistoryofitsProgress.RacineTimesCall, June18,1929. http://www.wisconsinhistory.org/turningpoints/search.asp?id=986 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities: 1.Lookatthe1865NegroSuffrageinWisconsinarticle.Examinethetitlesoftheother articlesthatappearedinthatdaysDailyMilwaukeeNews(listedintheleftcolumn).Canyou deduceanythingaboutthenewspaperspointofviewonraceissues,oraboutits sympathiesduringtheCivilWar,withoutevenreadinganyofthosearticles? 2.Whatdoesthearticlesayhasjusthappenedinthereferendum?Whowon? 3.WhydoestheauthorobjecttotheGillespielawsuitinthefinalparagraph?Whatpremises leaduptohisconclusion? 4.Ifthemajorityofvotersinacommunitychoosesomething,shouldnttheirdecisionbe respected?Whatifthemajoritywantthedrinkingagetobe30?Whatiftheywantred hairedpeoplenottovote,orpeoplewhodontspeakEnglish,orwomen,orpeoplewho haveannualincomeslessthan$50,000?Shouldthewillofthemajorityalwaysberespected? Ifnot,listthreereasonswhyitshouldnot. 5.IsthereanythingintheDeclarationofIndependenceortheBillofRightsthatsupports youranswertoquestionnumber4?Youcanseetheseatwww.ourdocuments.gov 6.TheGillespiedecisionreliedoninterpretationofthestateconstitutionslanguage.The 1865NegroSuffrageinWisconsinarticleinterpretsthelanguageoneway.Thedecisionof theSupremeCourtquotedinthelastparagraphsofthe1897FirstColoredVoterarticle interpreteditdifferently.Restateinyourownwordsthemainpointsofeachofthese opposingarguments.Whichonedoyoufindmorepersuasive? 7.Howdothoseargumentapply,iftheydo,tothequestionofwomenssuffrage?Takea standfororagainstwomensrighttovotethatusessomeofthesamepremises. 8thGradeStandardsAddressed 8.1,8.4,8.5,8.6 12thGradeStandardsAddressed 12.1,12.2,12.4,12.6,12.18

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LESSONTEN

1867:ShouldWisconsinsForestsBeSaved?

Introduction:Bythe1850sWisconsinslumberindustryhadpenetratedfarintothe northwoods.Althoughtheforestsseemedlimitlesstomostpeople,Milwaukeescientist IncreaseLaphamfearedthatthepursuitofprofitsbylumberbaronswouldharmthe environment.In1867thestatelegislatureauthorizedaninvestigationofwhatactions,ifany, thegovernmentoughttotaketopreventthis.Laphamchairedthatinvestigationandthe reportlinkedbelowistheresultofhisteamsefforts.Unfortunately,legislators,manyof whomwereindebtedtolumberinterestsforsupportorwereinvestorsinlumbercompanies themselves,ignoredboththeproblemandthereport.But25yearslater,asLaphams predictionsbegantocometrue,theneedtosaveWisconsinforestsledtothefirststate parks.WhentheProgressiveMovementbrokecontrolofgovernmentbycorporationsinthe early20thcentury,environmentalissuesfinallybegantobeaddressed.In1907thestate hiredJohnNolen,anotedlandscapearchitect,todraftafeasibilityplanforaStatePark System,andhisreportledtoourstateparksystem. BackgroundReading: LumberingandForestProducts http://www.wisconsinhistory.org/turningpoints/tp027/?action=more_essay and TheConservationMovement http://www.wisconsinhistory.org/turningpoints/tp033/?action=more_essay DocumenttoAnalyze:Lapham,IncreaseAllen.Reportonthedisastrouseffectsofthe destructionofforesttrees(Madison,1867). http://www.wisconsinhistory.org/turningpoints/search.asp?id=1271 Who,What,Where,When,Why:IncreaseLapham(18111875)wasthemostimportant Wisconsinscientistoftheday.Hewasappointedtoheadthecommitteetoinvestigatethe questionofforestpreservation;thelegislaturealsoappointedtwononscientiststothe committeebuttheresearchandtheconclusionswerealmostcertainlyallLaphams.The reportwaswrittentoadviselegislatorswhatlawstowriteandwheretoinvesttaxdollarsto addressthethreatofdeforestation,buttheydidnothingsignificantafterreceivingit.To mostobserverstheforestsseemedunlimited,andjobsandfortunescouldbemadeby makingthemintowoodenhouses,furnitureandpaper. RelatedDocuments: Photographsofcutoverlands http://www.wisconsinhistory.org/turningpoints/search.asp?id=1376 and Nolen,John.StateParksforWisconsin.(StateParkBoard,1909) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1188

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Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.Whatdidthelegislatureaskthecommitteetoinvestigate?Restatetheirinstructionson pagethreeinsimplerwords. 2.Onpages37Laphamclaimsseveralbadthingsresultedfromthedestructionofforestsin othercountries.Whatarethoseharmfuleffects? 3.WhatstatedoesLaphamfearWisconsinwillsoonresemble(page9),ifnothingsdoneto haltthedestructionofforests?Arehisevidenceandreasoningsound? 4.Whattwothingsshouldbedonetosolvetheproblem(page40)? 5.Laphamarguesthatgovernmentshouldgetinvolvedinthisissue.Whatanalogydoeshe useonpage35,inaninductiveargument,totrytoinferthatitsproperforthestate governmenttoact? 6.Whatlogicdoesheuseonpage36,inadeductiveargument,totrytoprovethatits properforthestategovernmenttoact? 7.Doyouthinkgovernmentshouldtakeactionstopreservetheenvironment?Listyour reasonsinstatementsbeginningwiththewordBecause... 8.Arethereanylimitsthatshouldbeplacedonthegovernmentsauthority?Forexample, shoulditbeabletooutlawtimberharvesting,builddamsthatfloodvalleys,prohibit buildingonwetlands,seizeprivatepropertyfromitsowners,orjailviolatorsofitslaws? Wherewouldyoudrawtheline?Whythere? 9.Whatactionsdoesthecommitteeurgelegislatorstotake(page40)?Restatethoseinyour ownwords. 10.Whydidlegislatorsrefusetodoanything(seeintroductionabove).Whatimportant proposalsmeetthesamefatetodayforthesamereason?[teachers:Sen.Feingoldscampaign financereformsareagoodexample] 8thGradeStandardsAddressed: 8.9 12thGradeStandardsAddressed 12.9,12.10

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LESSONELEVEN WhoBuilttheEffigyMounds?
Introduction:BetweenAD600andAD900nativepeoplesbuiltdistinctivepictorialmounds acrossthesoutherntwothirdsofourstateintheshapeofbirds,bear,deer,spiritanimals andpeople.Theseeffigymoundsmayhavesymbolizedspiritsofthesky,earth,andwater, eachmoundgroupbeingapictureofthespiritualuniversesculptedoutofearth.Manyof theanimalsdepictedwereassociatedwithimportantclans,orgroupsofrelatedfamilies,in moderntribes,andifthesesamegroupingshadexistedathousandyearsago,buildingthe moundstogetherwouldhavereinforcedclanties. Themoundspuzzledearlywhitesettlers,whowerereluctanttoacceptthatAmerican Indiansweretheircreators.Formostofthe19thcenturythequestionofwhobuiltthe moundswasdebatedinthepresswithmoreenergythancriticaljudgment.Avanishedrace ofmoundbuilders,earlyEuropeanvisitors,andevenoneofthetenlosttribesofIsrael wereallsaidtohavebuiltthemounds.Inthelate1840sscientistIncreaseLaphamspent severalyearsinvestigatingtheeffigymoundsandhypothesizedthatancestorsofmodern Indiansprobablybuiltthem,atheorysupportedin1885byfellowscientistR.P.Hoy. Finally,in1894,anexhaustivesurveybyCyrusThomasprovedbeyondreasonabledoubt thatNativeAmericanswerethemoundbuilders. BackgroundReading:EffigyMoundsCulture http://www.wisconsinhistory.org/turningpoints/tp004/?action=more_essay DocumenttoAnalyze:WhobuilttheWisconsinmounds?MadisonDemocrat,March25, 1906 http://www.wisconsinhistory.org/turningpoints/search.asp?id=1381 Who,What,Where,When,Why:ThecarefulworkofLaphamandThomasdidnot convinceeveryone.Theauthorofthisshortarticlepublishedin1906intheMadison Democratistypicalofmanypeoplewholookedforotherexplanations.Theanonymous authorwasprobablynotascientistorarchaeologist.Thepurposeofthepiecewastoamuse andperhapseducatethegeneralpublicaboutthemoundsthatsurroundedthem. RelatedDocuments: Lapham,IncreaseAllen.TheAntiquitiesofWisconsin(Washington:Smithsonian Institution,1855). http://www.wisconsinhistory.org/turningpoints/search.asp?id=216 and Hoy,P.R.Whobuiltthemounds?TransactionsoftheWisconsinAcademyofSciences, ArtsandLetters,vol.VI(1885):84100 http://www.wisconsinhistory.org/turningpoints/search.asp?id=1383 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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 StudentActivities: 1.AttheendtheauthorclaimsthatNosuchIndiansettlementsaswehaveknowledgeof couldhavebuiltthem.Whatevidencedoesheorshegivetosupportthisclaim? 2.Whatreasonsdoestheauthorgiveforthemoundsoriginallybeingtwiceastall? 3.OnpageonetheauthorcorrectlysaysthatmodernIndiansclaimedtoknownothingof theirbuildingnoroftheirbuilders.Fromthisfactheorsheinfersthatancestorsofmodern Indianswerenotthemoundbuilders.Whatiswrongwiththislogic?Whatexplanationsfor Indianssilenceonthistopicdoesitoverlook? 4.Eventoday,somepeopleclaimthattheWisconsinmoundswerebuiltbyVikingexplorers orbyalienvisitorsfromspace(really).Whatkindsofevidencewouldyouwanttosee beforebelievingthoseclaims?Makealistoftypesofevidence. 5.IncreaseLaphamsconclusionin1855wasthatitisnotunlikelythatancestorsof contemporaryIndiansbuiltthemounds(p.89ofhisbookcitedabove).Whatreasonsdoes hegivetosupportthisconclusion?Restatetheminyourownwords. 6.Theauthorofthe1906articlementionsseveraltimesthatmoundsarebeingdestroyedby farmersplowsandothermoderndevelopments.Shouldtheybepreserved?Whydoyou thinkthat?ListyourreasonsinstatementsbeginningwiththewordBecause... 7.Arethereanylimitsthatshouldbeplacedonthegovernmentspowertopreserve archaeologicalsites?Forexample,shoulditbeabletoseizeprivatepropertyfromownersto protectthem,orjailviolatorsofmoundpreservationlaws?Whyorwhynot? 9.Inthe19thc.,archaeologiststhoughtitwasappropriatetoopenupthemounds.Today wethinkthatsdisrespectfulorevensacrilegious.Whatassumptionsmusttheyhavemade aboutIndians,graves,science,andreligion,tothinkitwasacceptabletodigupmounds? 10.Whenscientificresearchcollideswithmoralvaluesorreligiousbeliefs,asinhuman cloningorstemcellresearch,howdoyouthinktheconflictshouldberesolved?Why? 8thGradeStandardsAddressed: 8.1,8.9,8.10,8.11 12thGradeStandardsAddressed: 12.1,12.2,12.9,12.12

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LESSONTWELVE

TheBayViewTragedyof1886

Introduction:Inthe1880s,workersinMilwaukeebegantoagitatefortheeighthour workdaythatwetakeforgranted;untilthen,workersgenerallyputinmuchlongerdays.A twoyear,nationwidecampaigntogetallemployerstoadoptastandardeighthourday culminatedonMay1st,1886,whenunionsurgedallAmericanworkersnotyetonthe systemtostopworkinguntiltheiremployersmetthedemand.InMilwaukee,peaceful paradesanddemonstrationsprevailedasstrikingworkersshutdownfactorieswithout violenceduringthefirstfivedaysofMay1886.ThencamewordthatinChicagos HaymarketSquarethepolicehadkilleddemonstrators;manyofMilwaukeesworkersand businessmenbegantoprepareforarmedconfrontation. ThelastimportantfactorythatremainedopenwastheNorthChicagoRailroadRollingMills SteelFoundryinBayView.OnMay5,acrowdofdemonstratorswhowenttheretocallout theworkersstillinsidewasattackedbytroops.Fivepeoplewerekilledandfourwounded. WhilethemassacreatBayViewdidnotendtheagitation,theshotsfireddampened momentumforthemovementandGovernorJeremiahRuskbecamecelebratedasanational hero,assumedtohavesavedMilwaukeefromanarchy. BackgroundReading:TheBirthoftheLaborMovement http://www.wisconsinhistory.org/turningpoints/tp030/?action=more_essay DocumentstoAnalyze: Stephen,Jessie.TheUnionBadge:StoryofaWorkersFamily.MilwaukeeLeader,May24, 1930. http://www.wisconsinhistory.org/turningpoints/search.asp?id=941 and Wallber,Emil.RecollectionsgiveninBayViewLaborRiotof1886.MilwaukeeFreePress, July3,1910. http://www.wisconsinhistory.org/turningpoints/search.asp?id=933 Who,What,Where,When,Why:Twomemoirsoftheeventshouldbecomparedforthis lesson.ThefirstisbyworkerJessieStephen,whowasinthefrontlineofdemonstratorsand watchedacompanionbeshotdownnexttohim.ThesecondisareminiscencebyEmil Wallber,whowasmayorofMilwaukeeatthetimeandsupervisedthepolice;thisarticle alsoshowsphotographstakenthatday.Bothmemoirswerewrittenmanyyearsafterthe eventstheydescribeandwereintendedforageneralaudienceofMilwaukeearea newspaperreaders.Theofficialreportofthestatemilitia(whoactuallyfiredtheguns), createdduringandsoonaftertheevents,islinkedbelow. RelatedDocument: MilwaukeeRiots.inBiennialreportoftheadjutantgeneral(Madison,1887):1326. http://www.wisconsinhistory.org/turningpoints/search.asp?id=934

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 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.WhatisthebasicpointofviewofJessieStephensrecollectionsinTheUnionBadge? Whoarethegoodguysandwhoarethebadguys? 2.Howcompleteishisviewoftheevents?Whatdetailsishelikelytoemphasizeandwhich onesishelikelytooverlookoromit? 3.WhatisthebasicpointofviewofEmilWalbersrecollectionsinBayViewLaborRiotof 1886?Whoarethegoodguysandwhoarethebadguys? 4.Howcompleteishisviewoftheevents?Whatdetailsishelikelytoemphasizeandwhich onesishelikelytooverlookoromit? 5.BothmemoirsdescribewhathappenedattheBayViewMills.Listtwoimportantfactson whichtheyagree.Listtwoonwhichtheydisagree. 6.Whensourcesofhistoricalevidencedisagree,whatcanyoudotodiscoverthetruth?Does theofficialreportoftheadjutantgeneralfillintheblankswellenoughforyou? 7.Afterreadingallthreedocuments,whodoyouthinkwasmostresponsibleforthe violencethatday?Quoteevidencefromthedocumentsthatsupportsyourview. 8.Whenworkersjoinedtogetherandactedinunity,theycouldclosedowntheiremployers businessanddemandasaferworkplace,morepay,orotherbenefits.Wasthisfairtothe personwhoownedthebusiness?Whydoyouthinkthat?Listyourreasonsinstatements beginningwiththewordBecause... 9.Insomeworkplaces,everyemployeeisrequiredtojointheunionandpaymembership dues(thisiscalledaclosedshop).Isthisfairtonewemployees?Supportyouranswer withstatementsbeginningwiththewordBecause... 8thGradeStandardsAddressed: 8.1,8.4,8.10 12thGradeStandardsAddressed: 12.1,12.2,12.4,12.5,12.9

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LESSONTHIRTEEN

1890:EnglishonlyinWisconsinSchools?

Introduction:Bythe1880s,manyimmigrants,especiallyGermans,hadestablishedtheir ownschoolsintheirownneighborhoodsasawaytopreservetheircultures.Yankeesoften sawtheseschoolsasaformofunpatrioticresistancetoAmericanculture,andbegantocall forlawstoholdparochialschoolsmoreaccountableandtorequirethattheirclassesbe conductedinEnglish.WhenWilliamD.HoardofFortAtkinsonranforgovernorin1888,he madetheseschoolreformsacentralthemeofhiscampaign.Rep.MichaelBennettof Dodgevillepromptlyintroducedabillthatrequiredstricterenforcementofattendance, specifiedthatchildrencouldonlygotoparochialschoolsintheirpublicschooldistrict,and requiredeveryschool,publicandprivate,toconductitsclassesinEnglish.Englishspeaking Yankeesthoughtthiswouldsolvetheproblemofforeigndegradationoftraditional Americanculture.GermanAmericans,however,denouncedtheBennettLawasanassault ontheirculturebyYankeeswhosoughttoforcetheirownvaluesoneveryoneelse.Inthe middlewasarangeofmoderatevoicesarguingfortheinevitabilityofassimilationand claimingthatlearningEnglishwouldnotdestroyGermanculture.OppositiontotheBennett Lawwasloud,persistent,andwidespread,andafteronlyasingletermtheRepublicansand GovernorHoardwerevotedoutofofficein1890.TheBennettLawwasrepealedthe followinglegislativesession. BackgroundReading:AmericanizationandtheBennettLaw http://www.wisconsinhistory.org/turningpoints/tp031/?action=more_essay DocumenttoAnalyze:Hoard,WilliamD.StatementinSupportoftheBennettLaw. http://www.wisconsinhistory.org/turningpoints/search.asp?id=969 Who,What,Where,When,Why:Inthisshortpiece,Hoardexplainshissupportforthelaw andhisbeliefthatGermanAmericanswillsoonrealizethebenefitofitsprovisions.This singlesheetfoundamonghismanuscriptsmayhavebeennotesforaspeech,alettertothe editor,orapoliticalflyer.ClickZoom&Pantofocusinonitmoreclosely;scrolldownto seeatranscriptionofthetext. RelatedDocuments: Koerner,Christian.TheBennettLawandtheGermanProtestantParochialSchoolsof Wisconsin. http://www.wisconsinhistory.org/turningpoints/search.asp?id=746 and Excerptsfromascrapbookwiththetitle,BennettLaw,Wisconsin,18891890 http://www.wisconsinhistory.org/turningpoints/search.asp?id=727 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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 StudentActivities: 1.WhatproblemdoesGov.Hoardidentifyinthisspeech?Whatishismainpoint? 2.Whatevidencedoesheusetosupporthisclaim? 3.Whatsolutiondoesheproposeforthisproblem? 4.WhatobjectionstohispositiondoesHoardanticipate?Howdoesheseektodiffusethese objections? 5.Canyoufindunspokenassumptionsinthissourceaboutimmigrants,Americanvalues, thepowerofstategovernment,orotherimportantsubjects?Whatarethey? 6.ThespeakerpresentshimselfasafriendtoGermanAmericans.Whatwordsandphrases doesheusetosupporthisclaimoffriendship?Doyoufindanyevidencetocontradicthis claim? 7.Doesthespeakeralsoattempttopresenthimselfasafriendtothereader?How? 8.Whatargument(positionorside)ismissingfromthisdocument?Listfouropposing pointsthatyoufindinthetwoRelatedDocumentscitedabove. 9.Today,theEnglishonlyissueisstillhotlydebated.DoyouthinkEnglishonlyisa goodpolicyforUnitedStatesschools?Whyorwhynot?Whomightagreewithyour position?Whomightdisagree? 10.IsitbetterforyoungpeopletolearnhowtowriteandspeakmainstreamEnglishsothey cansucceedinmainstreamAmerica,ortopreserveandcherishtheirownlanguageand ethnicvaluessothosearentlost?Takeastand;listyourreasonsforbelievinginit. 8thGradeStandardsAddressed:8.1,8.4,8.5,8.10 12thGradeStandardsAddressed:12.1,12.2

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LESSONFOURTEEN

1910:ShouldIndianChildrenBeMainstreamed?

Introduction:Untilthe1920s,federalIndianeducationprogramstriedtoassimilateNative Americansbyplacingthemininstitutionsthatreplacedtraditionalwayswiththose approvedbythegovernment.Mostwhiteobserverssawthisasanactofkindnessthat helpedIndiansrealizetheAmericanDream.ManyIndians,however,sawitasanactof aggression.Childrenwereoftenremovedfromtheirfamiliesandsenttodistantboarding schoolstoabsorbthevalues,knowledge,andpracticalskillsofmainstreamAmerica.Indian childrenwereprohibitedfromspeakingtheirnativelanguages;thosecaughtbreakingthis rulewereoftenphysicallypunished.Investigationseventuallyrevealedpoordiet, overcrowding,excessivelabor,andsubstandardteaching,andtheBureauofIndianAffairs officiallyabandoneditspolicyofassimilationinthe1930s. BackgroundReading: AmericanizationandtheBennettLaw http://www.wisconsinhistory.org/turningpoints/tp031/?action=more_essay and AmericanIndianSovereignty http://www.wisconsinhistory.org/turningpoints/tp050/?action=more_essay DocumenttoAnalyze:Woodruff,C.D.TomahIndianSchool:Amodelinstitution http://www.wisconsinhistory.org/turningpoints/search.asp?id=722 Who,What,Where,When,Why:Dr.C.D.Woodruffspenttwodaysobservingstudents andstaffattheTomahIndustrialSchoolforthisarticle,hopingtopersuademorepeopleto supporttheseinstitutions.Hispraiseofthestaff,cleanlinessofthebuilding,andqualityof instructionmayhavebeen,inpart,aresponsetocriticismsoftheboardingschoolsystem thatwereemergingatthetime. RelatedDocuments: OfficeofIndianAffairs.Somethingsthatgirlsshouldknowhowtodoandhenceshould learnhowtodowheninschool.(1911) http://www.wisconsinhistory.org/turningpoints/search.asp?id=749 SewingClassatSchoolforIndianChildren.(photograph) http://www.wisconsinhistory.org/turningpoints/search.asp?id=816 and OfficeofIndianAffairs.RulesforIndianSchools,withcourseofstudy,listoftextbooks, andcivilservicerules.(1892) http://www.wisconsinhistory.org/turningpoints/search.asp?id=747

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 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.WhatareWoodruffsmainpoints?Namefourgoodthingsheseesintheschool. 2.IfWoodruffseesthesethingsasgood,whatmusthethinkisbad?Whatassumptions doeshehaveaboutIndians? 3.WhatproblemorissuedoesWoodruffseebeingsolvedbytheseschools?Howdoeshe knowthatthisisaproblem? 4.Whoseviewsofthesituationarenotrepresentedinhisarticle? 5.Woodruffstatesthatorderisthefirstlawofcivilization(p.1).Whatdoeshemean?How doesWoodruffmeasureorderatTomah? 6.WhatinferencesaremadeaboutIndians?Aboutwhites?Whyishisdescriptionoforder differentforgirlsthanforboys? 7.OnepurposeofIndianeducationprogramswastobetterprepareIndianchildrenforthe duties,privileges,andresponsibilitiesofAmericancitizenship.Whatarethedutiesand responsibilitiesofAmericancitizenship?Whatdopeopleneedtoknowordotobecitizens? Howdidyoulearnthesethingsinyourownlife? 8.Thinkaboutthequalitiesofcitizenshipyouidentifiedinthepreviousquestion.Would theeducationdescribedbyWoodruffpreparesomeonetobeanAmericancitizen?Whyor whynot? 9.Whogetstodecidewhatqualitiesandactivitiesareappropriateandconsidered American? 10.BrowsethroughtheregulationsintheRulesforIndianSchoolsdocument.What assumptionsmusttheauthorofthoseregulationshavemadeaboutIndianchildren? 11.Isitbettertopreserveonesowncultureandliveoutsidemainstreamsociety,ortogive uponeslanguageandwaysoflifetobeassimilated?Isthereamiddlepathbetweenthese two?SupportyourconclusionwithalistofBecausestatements. 8thGradeStandardsAddressed:8.1,8.2,8.3,8.4,8.5,8.6,8.10,8.11,8.12 12thGradeStandardsAddressed:12.1,12.2,12.3,12.9,12.12,12.13,12.18

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LESSONFIFTEEN

1911:ShouldWomenBeAllowedtoVote?

Introduction:WhenWisconsingainedstatehoodin1848,therewaslittlepopularsupport forwomensrighttovote.Onlyafewreformers,suchasWarrenChase,spokeoutfor suffrageatthetwoconstitutionalconventions,anditwasneverseriouslyconsidered.Bills tograntwomenfullsuffragewereintroducedin1855and1867butbothfailed.The WisconsinWomensSuffrageAssociation(WWSA)wasformedin1869tobeginan organizedsuffragecampaign,andinthesameyearthestatelegislaturepassedalaw allowingwomentorunforschoolboardsandotherschooloffices.Followingthispartial success,theWWSAbegananalloutsuffragecampaigninthelegislaturein1884.Elected officials,however,repeatedlyrefusedtoletvotersconsiderthequestion.In1911,a statewidereferendumonsuffragewasfinallyheld,andWisconsinvotersallmen,of coursevoteditdownbyamarginof63to37percent. In1913,thelegislatureauthorizedanotherreferendumbutGovernorFrancisMcGovern vetoedthebill,andtwoyearslateramoreconservativelegislaturerejectedyetanotherbill thatwouldhaveletpeoplevoteontheissueinareferendum.Concludingthatthestate legislaturewasnevergoingtohelpthesuffragecauseinWisconsin,WWSAleadersdevoted theirtimeandenergytothenationalcampaign.MostofWisconsinscongressmenwere sympathetictoafederalwomenssuffrageamendmenttotheU.S.Constitution,which finallypassedin1919.Bowingtowhatitnowregardedasinevitable,theWisconsin legislatureratifiedtheU.S.constitutionalamendmentgivingwomentherighttovotein federalelections.Butanefforttoextendsuffragetostateelectionsfailed,andWisconsin womendidnotgaintherighttovoteinstateelectionsuntilthestateconstitutionwasfinally amendedin1934. BackgroundReading:TheWomansSuffrageMovement http://www.wisconsinhistory.org/turningpoints/tp032/?action=more_essay DocumenttoAnalyze: Danger!WomensSuffragewoulddoubletheirresponsiblevote! http://www.wisconsinhistory.org/turningpoints/search.asp?id=1087 Who,What,Where,When,Why:ThisposterwasprintedinWatertown,inJefferson County,duringthe1911referendumonwomenssufrage.Althoughtheprintersnameison it,wedonotknowwhichorganizationorpoliticalparty,ifany,mayhavecreatedit,how manycopieswereprinted,orhowwidelyitmayhavebeendistributed. RelatedDocuments: Dudley,MarionViennaChurchill.Suffrageforwoman:apleainitsbehalf http://www.wisconsinhistory.org/turningpoints/search.asp?id=1052 and Youmans,Theodora.PresidentsAddress.(Wis.WomansSuffrageAssociation,1917) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1045

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 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.Whoisthispoliticalflyersintendedaudience? 2.Whatactiondoestheflyeraskthereadertotake? 3.Whatprincipalclaim(mainpoint)doestheflyermake? 4.Whatdangermightwomenssuffragebetothethreeareastheflyermentions(home, mensemployment,andbusiness)?Whatassumptionsaboutwomendoesthatimply? 4.Doestheflyerrelymoreheavilyonlogicoremotiontomakeitspoint?Findspecific wordstosupportyouranswer. 5.Theflyerstates,Womanssuffragewoulddoubletheirresponsiblevote.Whatdoesthis mean?Whatevidenceisofferedforthisclaim? 6.Whydidsomemenopposewomengainingtherighttovote?Mightsomewomen themselvesalsohaveopposedwomensrighttovote?Why?Listatleastthreereasonswhy menorwomenmayhaveopposedsuffrage,instatementsbeginningBecause 7.ThetwoRelatedDocumentsgiveprosuffragearguments.Restateanyoneargument containedineitheroftheminyourownwords.Listitspremisesandconclusion. 8.Howdoesthenatureoftheobjectaffecthowpersuasiveitis?Dotheflyerandthe pamphletsoperateonyourmindindifferentways?Listsomeofthewayseachworks. 9.Manypeoplefeltuneasyandanxiousaboutchangesingenderrolesintheearly20th century.WhyweresomeAmericansthreatenedbyexpandedwomensrightsingeneral?Do youseesimilaranxietyaboutchangingsocialrolesintheworldaroundyoutoday?Why doeschangesooftenfeeldisruptiveandupsetting? 8thGradeStandardsAddressed:8.1,8.4,8.5,8.6 12thGradeStandardsAddressed:12.1,12.2,12.4,12.5

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LESSONSIXTEEN

1918:GermanTextbooksBurnedintheStreet

Introduction:Theyears19141918wereatimeofunusualtensioninWisconsin,asthe nationsinEuropesquaredoffagainstoneanother.ThesizableGermanAmerican population,aswellasthepoliticallydominantProgressiveandSocialistparties,generally opposedAmericanentryintothewarinEurope.WhentheU.S.officiallyenteredthewaron April6,1917,9ofWisconsinselevenCongressmen,plusSenatorLaFollette,votedagainst thedeclarationofwar.Butdespitemanysourcesofoutspokenopposition,themajorityof Wisconsincitizenssupportedthewar,andover118,000citizenswentintomilitaryservice. Duringthewar,ashappenedinotherpartsofthenation,antiGermansentimentwas unleashedincommunitiesthathadpreviouslybeenmoretolerantofethnicdifferences. AnyonewithaGermannamewasatargetforharassment;awidelypublicizednoticefrom theAmericanDefenseSocietystatedthataGermanAmerican,unlessknownbyyearsof associationtobeabsolutelyloyal,shouldbetreatedasapotentialspy.GermanAmericans reactedvariouslytothevigilantismdirectedtowardthem. BackgroundReading:WorldWarOneAtHome&IntheTrenches http://www.wisconsinhistory.org/turningpoints/tp037/?action=more_essay DocumenttoAnalyze: BurningofGermantextbooks.(photograph) http://www.wisconsinhistory.org/turningpoints/search.asp?id=817 Who,What,Where,When,Why:ThisphotoshowsthecharredremainsofGerman languagetextbooksburnedinthestreetinBarabooonJune13,1918,afterthetownrefused toteachtheGermanlanguageinitshighschool.Onthepavementiswritten,Hereliesthe remainsofGermaninB.H.S.Thephotographwastakenalocalmerchantandamateur photographernamedEdwinB.Trimpey,whodonatedmorethan1,000photographstothe WisconsinHistoricalSociety.Thetworelateddocumentsbelowrelateincidentsonthe Wisconsinhomefrontandonthebattlefield. RelatedDocuments: ProfessorofNorthlandTarredandFeathered.AshlandDailyPress(1April1918) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1160 and LettersfromtheBoys.NeenahDailyTimes.(8January1919 http://www.wisconsinhistory.org/turningpoints/search.asp?id=782 Vocabulary:unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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 StudentActivities: 1.WhatwastheUnitedStatesrelationshipwithGermanyin1918? 2.WhydidtheperpetratorswanttheBarabooHighSchoolGermantextbooksburned? Whatmighttheyhavefeared?Whatmighttheyhavehopedtoachieve? 3.ThebookburnerswroteHereliestheremainsofGermaninB.H.S.inthestreetnextto thebooksashes.Whatisthesymbolismoftheopeningphrase?Whymightthebook burnershaveleftamessageinthestreet? 4.Doescensorshipweaken,strengthen,orhavenoeffectontheappealoftheideas containedinthebooksthatarecensored?JustifyyourconclusionwithBecause statements. 5.TheU.S.Constitutionguaranteesfreedomofspeech.Arethereanycircumstancesin whichcensorshipofspeech,suchasbookburning,arejustified?Why? 6.WhywasProf.Schimlerkidnapped,tarred,andfeathered?Whatevidenceisgiveninthe articletosupportyourexplanation? 7.Theprofessorwasabductedinthenightbyagroupofmaskedmen.Whereelseinthe U.S.wereothertypesofindividualsabductedandtorturedbygroupsofmaskedmeninthe period18901920?[teachers:lynchingsofAfricanAmericans]Whatarethesimilaritieswiththis case?Whatarethedifferences? 8.IdentifythepointofviewintheAshlandDailyPressarticle.Canyoudetectexplicitor implicitbiasfororagainstProf.Schimler?Canyoudetectbiasfororagainstthevigilante group?Supportyouranswerwithwordsandphrasesfromthearticle. 9.ThearticlespenultimateparagraphisheadedAnAmericanCitizenandendswiththe sentence,ThecollegeauthoritiessaythatProfessorSchimlerhasbeenaveryefficient teacherandthatthereisabsolutelynoevidencethathewasdisloyalinwordsoractions. Whatimplicitassumptionsdothesestatementsaddress?Doyouthinkthemaskedmens actsmighthavebeenjustifiedifhewerenotaU.S.citizenorhadindeedbeendisloyal? 8thGradeStandardsAddressed: 8.1,8.2,8.3,8.4,8.5,8.6,8.10 12thGradeStandardsAddressed: 12.1,12.4,12.5

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LESSONSEVENTEEN

1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty?

Introduction:ThestockmarketcrashofOctober1929cameasasurprise,puttingandto livelyeconomicgrowththroughoutthenation.Milwaukeewasespeciallyhithardbythe depression:between1929and1933,thenumberofpeoplewhohadjobsinthecityfellby 75%,and20%ofpeoplebegantoreceivedirectrelieffromMilwaukeeCounty.Adding insulttoinjury,aseveredroughtsettledontotheMidwestintheearly1930s,crippling Wisconsinagriculture.Whileearlyreliefeffortssucceededinhelpingmanyurbanworkers, NewDealprogramsforfarmerswerelargelyineffective.Inthespringof1933,dairyfarmers intheFoxValleywentonstrike,withholdingmilk,closingdowncheeseandbutter factories,andbarricadingroadsinhopesofraisingprices.Federalandstategovernment triedmanysolutionstotheseproblems,themostfamousofwhichisSocialSecurity.This wellknownfederalprogramwas,infact,craftedbyWisconsinthinkerswithrootsinthe statesProgressivetradition.Itsprinciplesanditsmechanicswerebothnewtomany Americancitizens,andthefederalgovernmentworkedhardtogetprivatecitizensand employerstoenroll.Initsfirstthreeyears,over30millionmenandwomensignedupfor retirementbenefits,andmorethan2millionhandicappedandimpoverishedcitizensbegan toreceiveassistancethroughoutthecountry. BackgroundReading:SocialSecurity:TheWisconsinConnection http://www.wisconsinhistory.org/topics/socialsecurity/ and DepressionandUnemployment http://www.wisconsinhistory.org/turningpoints/tp045/?action=more_essay DocumenttoAnalyze:WhatsInaNumber? http://www.wisconsinhistory.org/turningpoints/search.asp?id=1001 Who,What,Where,When,Why:Thissmallpamphletfoldsandunfoldsaccordionstyle, andusescartoonstoexplainhowthenewSocialSecurityprogramworked.Itwasissuedby thefederalgovernmentabout1941toeducateworkersandemployers. RelatedDocuments: Perkins,Frances.TheRootsofSocialSecurity. ttp://www.wisconsinhistory.org/turningpoints/search.asp?id=1010 and ReminiscencesofDepressionDays http://www.wisconsinhistory.org/turningpoints/search.asp?id=1068 Vocabulary:unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities 1.Whocreatedthepamphlet,WhatsinaNumber? 2.Forwhom(whatpeopleorgroups)wasitcreated? 3.Accordingtothepamphlet,whatgroupswillbenefitfromthenewSocialSecurity program? 4.Judgingbythepamphlet,inwhatwaysisSocialSecuritysimilartootherNewDealera programsthatyoumayhavestudied?Inwhatwaysisitdifferent? 5.Whatassumptionsdoesthissourcemakeaboutworkers?[teachers:weretryingtogetatthe

genderissueshere:At65,John&hiswifemaymakeclaimsIfJohndies,hiswidowandorphans fileclaimsi.e.,workersareassumedtobemalebreadwinners]

6.Panel8notes,Checkswillcomeasamatterofright.Heandhisemployerpaidfor them.Whatistheimplicationhere?[i.e.,SocialSecuritywasearned,notcharity] 7.Whymightthissourcescreatorhaveusedacomicbookformatwithbothwordsand pictures,insteadofaprintonlymedium?Whatadvantagesdoesthisgraphicalformathave overmoretraditional,textonlygovernmentdocuments? 8.ReadanythreeoftheshortchaptersinReminiscencesofDepressionDays.What conditionsdidtheauthorsshare,orwhatcommonexperiencesdidtheyencounter?Should thegovernmentstepintohelppeoplefacingsuchsituations,orisitourownindividual responsibilitytosolvethesekindsofproblems?Takeastand,andexplainyourreasons. 9.ReadFrancesPerkinsmemoirofbeingthepersonchargedwithtryingtosolvemassive socialproblems.ShewasthefirstwomantoserveinthecabinetofanyU.S.president.What canyoudeduceabouthercharacterfromthewayshedescribesherworkinthe1930s? Makealistofpersonalitytraitsthatarerevealedorsilentlyimpliedbyhermemoir. 10.TheelderlypeopleinKenoshaandFrancesPerkinsbothleftshortmemoirsofthe Depression.Whatthingsarethesame,andwhatdifferent,abouttheirmemoirs? 8thGradeStandardsAddressed: 8.1,8.5 th 12 GradeStandardsAddressed: 12.2,12.5,12.13

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LESSONEIGHTEEN

1954:CommunistandAntiCommunistPropaganda

Introduction:AfterseveralyearsintheSenate,JosephMcCarthymadeheadlineswhenhe announcedina1950speechinWheeling,WestVirginiathatheknewthat205communists werecurrentlyworkingintheStateDepartment.SinceAmericanmenandwomenwere gettingreadytodieincombatagainstacommunistenemyinKorea,thisspeechgarnered greatpublicity.Capitalizingonpeoplesfears,McCarthylaunchedapubliccampaignaimed ateliminatingthesupposedcommunistinfiltrationoftheU.S.governmentthatprovideda strongplatformforhisreelection.Easilyreelectedin1952andchosenchairoftheSenate PermanentInvestigationsSubcommittee,McCarthytriedtoexposecommunistsandtheir sympathizersthroughoutAmericanpoliticalandculturallife. HisSubcommitteeinterrogatedmorethan500peopleprivatelyandpublicly;beingcalledto testifybeforeitruinedpolitical,literary,andbusinesscareers.Citingnationalsecurity, McCarthyoftenrefusedtorevealsourcesofinformation.Fearfulofbeingnamedcommunist sympathizersthemselves,manyleadersoflaborunionsandprofessionalorganizations joinedintheRedScare.Otherintellectualsandactivistsrefusedtoanswerhisquestions orappearbeforehiscommitteedespitethethreattotheirpersonalwellbeing.Several famousHollywoodproducersandscriptwriterswereamongthebestknowncitizens blacklistedbytheiremployersforrefusingtocooperatewithhiscommittee.McCarthys 1953accusationthatthemilitarywasharboringcommunistsultimatelyledtohisdownfall. TVcommentatorEdwardR.Murrowsuccessfullyexposedhistacticsandpublicly denouncedhisactionsasathreattoAmericanscoredemocraticvalues.InDecember1954, theSenaterebukedhimforconductunbecomingasenator. BackgroundReading:JosephMcCarthy:AModernTragedy. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1104 DocumenttoAnalyze:Wanted!YoursupportforSen.McCarthysbattleagainstthese communistmouthpieces. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1120 Who,What,Where,When,Why:Thispamphletwasprobablyproducedin1954,when McCarthywasbattlingforhisreputationbutbeforetheSenatecensure.Wedonotknow preciselywhoauthoredit,orwhichorganizationpublishedit.Butinalastditcheffortto gainsupportforhisposition,McCarthyorhissupporterscitearticlesandquotesfrom communistandsocialistpublicationsthatopposehim.

RelatedDocuments:
WhathasMcCarthydoneforWisconsin? http://www.wisconsinhistory.org/turningpoints/search.asp?id=1121 and McCarthy:adocumentedrecord.TheProgressive.(1954) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1124

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 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.WhatactiondoesthepamphletWanted!callfor?Whatisitsmainpoint? 2.Inyourownwords,summarizewhatyouseeasthemainpointsofthenewspapersand individualsquotedinthecampaignmaterial. 3.IfthiswereagameofJeopardy,andtheWanted!documentsweretheanswer,what wouldthequestionbe? 4.InthepamphletWhatHasMcCarthyDoneforWisconsin?thefinalpage(TailGunner Joe)assertsthatMcCarthywasrelievedfromactivedutyathis[own]request6months beforeendofPacificwarandwaspriortothecostlybattlesofIwoJimaandOkinawa. WhatdoesthisstatementattempttoimplyaboutMcCarthy? 5.Thesamepamphletincludesthephrase,WhyWisconsinsJuniorSenatorhasNO influenceinWashingtonbelowreferencestomajornewspapersandmagazines.Doesthat provetheclaimtoyoursatisfaction?Whatdoestheauthorhopeyouwillinfer? 6.CompareoneofthesectionsinMcCarthy:adocumentedrecordwiththeWanted! Yoursupportpamphlet.UsethetableonthepagesinthishandbookcalledEvaluating CriticalThoughttoassessthemeritsofeach. 7.TheWanted!Yoursupportpamphletusesthetestimonyofexpertsinanunusual way.Whydoyouthinkthepersonwhocreatedthematerialchosethistactic? 8thGradeStandardsAddressed: 8.1,8.4,8.5 12thGradeStandardsAddressed: 12.1,12.2,12.4,12.5

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LESSONNINETEEN

19661984:DesegregatingMilwaukeeSchools& Neighborhoods

Introduction:Between1940and1960,WisconsinsAfricanAmericanpopulationincreased bynearly600percent,from12,158in1940to74,546in1960.Drawntojobsinindustrialcities duringthewar,manyAfricanAmericanfamiliesencounteredsegregationinhousing, employment,andeducation.Bythe1960s,Milwaukeewasoneofthemostsegregatedcities inthenation,particularlyinitsschools.TheMilwaukeechapteroftheCongressofRacial Equality(CORE)andattorneyLloydBarbeeledthefightagainstschoolsegregationin Milwaukee,organizingboycotts,demonstrations,andcourtcases.In1976,aftermorethan adecadeofprotestsandlitigation,afederaljudgeorderedtheschoolboardtotake immediatestepstointegratethecitysschoolsandinMarchof1979,theboardagreedto implementadesegregationplan. BackgroundReading: PostwarAfricanAmericanMigration http://www.wisconsinhistory.org/turningpoints/tp047/?action=more_essay and DesegregationandCivilRights http://www.wisconsinhistory.org/turningpoints/tp049/ DocumenttoAnalyze:BisbingBusinessResearch.AttitudeStudyamongNegroand WhiteresidentsintheMilwaukeeNegroResidentialAreas(pp.4483) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1189 Who,What,Where,When,Why:BisbingBusinessResearchwashiredbytheMilwaukee Journalin1965tointerviewresidentsaboutmajorissuesfacingthecitysAfricanAmerican community.500peoplewereinterviewed(400blackand100white)usingquestions developedbytheJournal.Thisstudywasintended,inpart,toassessthedaytoday concernsandracialproblemsofpeoplelivinginthecity. RelatedDocuments MilwaukeesNegroCommunity.CitizensGovernmentalResearchBureau.(Milwaukee: TheBureau,1946); http://www.wisconsinhistory.org/turningpoints/search.asp?id=1095 and SelmaoftheNorth:MilwaukeeandtheCivilRightsMovementofthe1960s. http://www.wisconsinhistory.org/turningpoints/search.asp?id=799 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary

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StudentActivities: 1.Onpp.4656oftheBisbingresearchreport,whatarethemainpointsofblackrespondents andwhiterespondents?Summarizethewhiteandtheblackresponsetoeachsurvey questioninyourownwords. 2.Iftheywantkidsatacertainschool,thefamiliesshouldmovethere.Itsanexpensefor thepublic,Imnotforanyofit.(p.83,response3)Whataretheassumptionsbeingmade inthisstatement?Isthispersonconsideringallaspectsofschoolchoice? 3.FortypercentoftheNegrorespondentsand11%oftheWhiterespondentswereinfavor ofracialbalance(p.51).WhydoyouthinkthemajorityofAfricanAmericansdidnot wantraciallybalancedschools?Whatevidencedoyouhavefromtheverbatimcomments and/orsurveyresults? 4.Reviewtables712onpp.5762.Chooseoneofthesamplegroups(geographicarea,age group,orincomegroup)andfollowthisgroupsanswersacrossallsixtables.Dotheymake apatternthatyoucannameorrecognize?Listyourobservations. 5.Usingthesesametables,doyounoticeanydifferenceswithintheAfricanAmerican community?Dotheopinionsvarybygeographicarea?Byage?Byincome?Bygender? 6.Accordingtothe2000Census,Wisconsinspopulationisroughly88%white,6%black, 4%Hispanic,1%NativeAmerican,and1%other.Doesyourschoolreflecttheracialand ethniccompositionofWisconsin?Whyorwhynot?Whatfactorsdoyouthinkinfluence wholivesinyourneighborhoodandgoestoyourschool? 7.ImagineyouaretheadministratorfortheMilwaukeePublicSchools.Basedontheresults ofthissurveyandyourbackgroundreading,whatcourseofactionwouldyourecommend? 8thGradeStandardsAddressed: 8.1,8.3,8.4,8.5,8.10,8.12 12thGradeStandardsAddressed: 12.1,12.2,12.3,12.4,12.5,12.13,12.18

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LESSONTWENTY

19751990:AccommodatingNewImmigrants

Introduction:RecruitedduringtheVietnamWarasguerillasoldierstofighttheNorth Vietnamese,Hmongpeopleswerelivingliterallyinthecrossfireduringtheconflict.When theUnitedStateswithdrewfromVietnamin1975,theHmongwhohadaidedtheU.S.were leftinthehandsofthecommuniststheyhadfoughtagainst.Thousandsfledtorefugee campsinThailandwhereresettlementorganizationshelpedtosponsorHmongimmigration totheUnitedStates.WisconsinhasthethirdlargestHmongpopulationinthecountry,after MinnesotaandCalifornia;ourlargestHmongcommunitiesareinLaCrosse,Sheboygan, GreenBay,Wausau,andMilwaukee. HispanicAmericanshavebeeninWisconsinsincebeforestatehood,andby1925about9,000 MexicanAmericanslivedinMilwaukee;mostlosttheirjobsduringtheDepressionand movedbackhome.DuringWorldWarII,Wisconsingrowersimportedmaleworkersfrom Jamaica,theBahamas,BritishHonduras,andMexico.Afterthewar,theimportationof Mexicanscontinued,supportedbythefederalBraceroprogramthatbroughtmillionsof Mexicanfarmlaborersnorthuntiltheprogramwasdiscontinuedin1964.Today,Mexicans arethelargestSpanishspeakinggroupinWisconsin.Mexicansarrivinginthe1950sand afterhavefoundanestablishedcommunitytosettleinto,particularlyinMilwaukee. AnotherfastgrowinggroupofSpanishspeakersisPuertoRicanswhobeganarrivingin Wisconsininthelate1940sdrawntoindustrialjobsinMilwaukee,Kenosha,andRacine counties.WisconsinisalsohometopoliticalrefugeesandotherimmigrantsfromCuba,El Salvador,Columbia,andNicaragua. BackgroundReading:20thCenturyImmigration http://www.wisconsinhistory.org/turningpoints/tp052/?action=more_essay DocumenttoAnalyze:Appendix1:...Writtenbya15yearoldHmongGirlLivingin LaCrosse(1988)inPofahl,Darrell.ToMakeADifference:AmericanMix:TheSoutheast AsiansandOtherRacialMinoritiesofLaCrosse. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1325 Who,What,Where,When,Why:Thisshortmemoirwaswrittenasahomework assignmentinaLaCrossehighschoolinthe1980sbyarecentHmongimmigrantwhohas notbeenidentified.AlthoughsheonlylearnedEnglishveryrecently,herbriefaccountofis extremelypowerful;theexperiencesthatshedescribesweresharedbymanyHmong immigrantswhosettledinWisconsin. RelatedDocuments: Stevens,Michael,ed.RememberingtheHolocaust(Madison,1997) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1314

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 ResettlementAssistanceOffice.ThangTien.WisconsinWays.(Madison,19751976) http://www.wisconsinhistory.org/turningpoints/search.asp?id=1285 and ReporttotheGovernor:onProblemsofWisconsinsSpanishSpeakingCommunities. http://www.wisconsinhistory.org/turningpoints/search.asp?id=1262 Vocabulary:Unfamiliarwordsaredefinedatwww.wisconsinhistory.org/dictionary StudentActivities: 1.InwhatcountrydoestheHmonggirlsmemoirbegin?Whatcountriesdoessheliveinor passthroughbeforereachingtheU.S.? 2.Explaininyourownwordswhythewriterandherfamilyarerefugees. 3.ThewriterandherfamilyhadtobegintheirjourneytoThailandwithflashlightsand hidincavesbydayandcontinued[their]tripbynight.Whatdoesthissinglefactimply abouttheirjourney? 4.Thewritermentionsthathermotherisreluctanttoleavefamilyandfriendsinherhome country.Isimmigratingharderforadultsthanforchildren?Whyorwhynot? 5.Thewritermentionsmanyshockingincidents,oftenverymatteroffactly.Whydoyou thinksherecountsthesesceneswithoutagreatdealofemotion? 6.Comparethisnarrativewithotherjourneysyouvelearnedaboutinhistoryorinbooks youvereadonyourown.YoumaywanttoconsulttheshortWisconsinimmigrantmemoirs athttp://www.wisconsinhistory.org/turningpoints/tp018/.Whatthingswerethesamefor earlierimmigrantsasfortheHmongauthor?Whatthingsweredifferent? 7.ExplainwhocreatedthenewsletterThangtin.Wisconsinwaysandwhy.Comparethe kindsofadvicegiveninissue1andissue2ofthatnewsletter.Whatmusttheeditorsofit haverealizedafterthefirstissuehadbeendistributed? 8thGradeStandardsAddressed:8.1,8.3,8.10 12thGradeStandardsAddressed:12.2,12.13

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IntegratingtheModelLessonsintoYourTextbook
ReproducedonthefollowingpagesaretablesofcontentsfromseveralU.S.history textbookscurrentlyusedinWisconsinschools.Intoeachtableofcontentswehaveinserted citationstotheprecedingmodellessonsatpointswhereyoumayconsiderusingthem. Ritchie,DonaldA.andAlbertS.Broussard.AmericanHistory:theearlyyearsto1877. NewYork:Glencoe/McGrawHill,2001. UnitOne: Chapter4:EuropeanEmpiresintheAmericas CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? UnitThree: Chapter9:Creatinganation CriticalThinkingLessons: 1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? UnitFive: Chapter15:TheSpiritofReform CriticalThinkingLessons: 1.1827:JosephStreetTriestoPreventtheBlackHawkWar 2.1850:TheU.S.GovernmentDeceivestheOjibwe 3.1854:ARealLifeLittleHouseStory UnitSix: Chapter16:Sectionaldifferences Chapter17:RoadtoCivilWar Chapter18:TheCivilWar Chapter19:Reconstruction CriticalThinkingLessons: 1.1862:AWisconsinSoldierRefusestoGiveSlavesBacktoTheir Owners 2.1865:ShouldBlackCitizensBeAllowedtoVote?Ritchieand UnitSeven: Chapter21:the20thcentury CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolencetoSuppress Demonstrations? 3.13.1890:EnglishonlyinWisconsinSchools? 4.1910:ShouldNativeAmericanChildrenBeMainstreamed? 5.1911:ShouldWomenBeAllowedtoVote? 6.1918:GermanLanguageBooksBurnedintheStreet 7.1935:WhatShouldtheGovernmentDoaboutUnemployment andPoverty? 8.1950:CommunistandAntiCommunistPropaganda 9.19661984:DesegregatingSchoolsandNeighborhoods 10.19751990:AccommodatingNewImmigrants

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Nash,GaryB.AmericanOdyssey:theUnitedStatesinthe20thCentury.NewYork: Glencoe/McGrawHill,2004. Chapter4:ANewNation CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? Chapter7:Newfrontiers CriticalThinkingLessons:1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? 2.1827:JosephStreetTriestoPreventtheBlackHawkWar 3.1850:TheU.S.GovernmentDeceivestheOjibwe 4.1854:ARealLifeLittleHouseStory 5.1862:AWisconsinSoldierRefusestoGiveSlavesBack toTheirOwners 6.1865:ShouldBlackCitizensBeAllowedtoVote? Chapter10:ExpansionismandWorldWarI CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved 2.1886:ShouldGovernmentUseViolenceto SuppressDemonstrations? 3.1890:EnglishonlyinWisconsinSchools? 4.1910:ShouldNativeAmericanChildrenBeMainstreamed? 5.1911:ShouldWomenBeAllowedtoVote? 6.1918:GermanLanguageBooksBurnedinthe Street Chapter14:TheNewDeal CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? Chapter19:ColdWarPolitics CriticalThinkingLessons: 1.1950:CommunistandAntiCommunistPropaganda Chapter22:VoicesofProtest CriticalThinkingLessons: 1.19661984:DesegregatingWisconsinSchoolsandNeighborhoods Chapter24:FromNixontoCarter CriticalThinkingLessons: 1.19751990:AccommodatingNewImmigrants

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Boyer,PaulS.BoyersAmericanNation.Austin:Holt,Rinehart,andWinston,2001. Unit1Beginnings:Prehistory1800 Chapter3TheEnglishColonies:16201763 CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? Unit2CreatingaNation:17631815 Chapter6AStrongStartfortheNation:17891815 CriticalThinkingLessons: 1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? Unit3GrowthandChange:17901860 Chapter9WorkingforReform:18201860 CriticalThinkingLessons: 1.1827:JosephStreetTriestoPreventtheBlackHawkWar 2.1850:TheU.S.GovernmentDeceivestheOjibwe 3.1854:ARealLifeLittleHouseStory Unit4WarandReunification:18201900 Chapter13ReconstructionandtheNewSouth:18651900 CriticalThinkingLessons:1.1862:AWisconsinSoldierRefusestoGiveSlavesBacktoTheir Owners 2.1865:ShouldBlackCitizensBeAllowedtoVote? Unit5ANationTransformed:18601910 Chapter17PoliticsintheGildedAge:18651900 CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolencetoSuppress Demonstrations? 3.1890:EnglishonlyinWisconsinSchools? Unit6AWorldPower:18971920 Chapter21WorldWarI:19141920 CriticalThinkingLessons: 1.1910:ShouldNativeAmericanChildrenBeMainstreamed? 2.1911:ShouldWomenBeAllowedtoVote? 3.1918:GermanLanguageBooksBurnedintheStreet Unit7ProsperityandCrisis:19191939 Chapter25TheNewDeal:19331940 CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoaboutUnemployment andPoverty? 2.1950:CommunistandAntiCommunistPropaganda Unit9AChangingHomeFront:19601978 Chapter33WarinVietnam:19541975 CriticalThinkingLessons: 1.19661984:DesegregatingWisconsinSchoolsandNeighborhoods Unit10ModernTimes:1968Present Chapter36LaunchingtheNewMillennium:1990Present CriticalThinkingLessons: 1.19751990:AccommodatingNewImmigrants

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Davidson,JamesWest,MichaelB.SToff,HermanJ.Viola.PrenticeHallTheAmerican Nation.UpperSaddleRiver,NJ:PearsonPrenticeHall,2005. UNIT1:ROOTSOFAMERICANHISTORY Chapter4:TheThirteenEnglishColonies(16301750) CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? UNIT2:THEREVOLUTIONARYERA Chapter8:Government,Citizenship,andtheConstitution(1787Present) CriticalThinkingLessons: 1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? UNIT4:ANERAOFEXPANSION Chapter15:ReformandaNewAmericanCulture(18201860) CriticalThinkingLessons: 1.1827:JosephStreetTriestoPreventtheBlackHawkWar 2.1850:TheU.S.GovernmentDeceivestheOjibwe 3.1854:ARealLifeLittleHouseStory UNIT5:DIVISIONANDREUNION Chapter18:ReconstructionandtheChangingSouth(18631896) CriticalThinkingLessons:1.1862:AWisconsinSoldierRefusestoGiveSlavesBacktoTheir Owners 2.1865:ShouldBlackCitizensBeAllowedtoVote? UNIT6:TRANSFORMINGTHENATION Chapter21:ANewUrbanCulture(18651914) CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolenceto SuppressDemonstrations? 3.1890:EnglishonlyinWisconsinSchools? UNIT7:ANEWROLEFORTHENATION Chapter24:WorldWarI(19141919) CriticalThinkingLessons: 1.1910:ShouldNativeAmericanChildrenBeMainstreamed? 2.1911:ShouldWomenBeAllowedtoVote? 3.1918:GermanLanguageBooksBurnedintheStreet UNIT8:PROSPERITY,DEPRESSION,ANDWAR Chapter27:TheWorldWarIIEra(19351945) CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? UNIT9:THEBOLDEXPERIMENTCONTINUES Chapter30:TheNationinaNewWorld(1970Present) CriticalThinkingLessons: 1.1950:CommunistandAntiCommunistPropaganda 2.19661984:DesegregatingWisconsinSchools andNeighborhoods 3.19751990:AccommodatingNewImmigrants

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Kennedy,DavidM.,LizabethCohen,andThomasAndrewBailey.TheAmericanPageant: ahistoryoftherepublic.NewYork:HoughtonMifflin,2002. Revolutionary CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? Antebellum CriticalThinkingLessons: 1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? 2.1827:JosephStreetTriestoPreventtheBlackHawkWar 3.1850:TheU.S.GovernmentDeceivestheOjibwe 4.1854:ARealLifeLittleHouseStory CivilWarandReconstruction CriticalThinkingLessons:1.1862:AWisconsinSoldierRefusestoGiveSlavesBacktoTheir Owners 2.1865:ShouldBlackCitizensBeAllowedtoVote? WorldWarI CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolenceto SuppressDemonstrations? 3.1890:EnglishonlyinWisconsinSchools? 4.1910:ShouldNativeAmericanChildrenBeMainstreamed? 5.1911:ShouldWomenBeAllowedtoVote? 6.1918:GermanLanguageBooksBurnedintheStreet WorldWarII CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? 2.1950:CommunistandAntiCommunistPropaganda PostColdWar CriticalThinkingLessons: 1.19661984:DesegregatingWisconsinSchoolsandNeighborhoods 2.19751990:AccommodatingNewImmigrants

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CreatingAmerica:ahistoryoftheUnitedStates.Evanston,IL:McDougalLittell,2002. Chapter5:BeginningsofanAmericanIdentity CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? Chapter8:ConfederationtoConstitution CriticalThinkingLesssons:1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? Chapter14:ANewSpiritofChange CriticalThinkingLessons: 1.1827:JosephStreetTriestoPreventtheBlackHawkWar 2.1850:TheU.S.GovernmentDeceivestheOjibwe 3.1854:ARealLifeLittleHouseStory Chapter18:Reconstruction CriticalThinkingLessons: 1.1862:AWisconsinSoldierRefusestoGiveSlavesBackto TheirOwners 2.1865:ShouldBlackCitizensBeAllowedtoVote? Chapter21:ChangesinAmericanLife CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolencetoSuppress Demonstrations? 3.1890:EnglishonlyinWisconsinSchools? Chapter24:WorldWarI CriticalThinkingLessons: 1.1910:ShouldNativeAmericanChildrenBeMainstreamed? 2.1911:ShouldWomenBeAllowedtoVote? 3.1918:GermanLanguageBooksBurnedinheStreet Chapter26:TheGreatDepressionandNewDeal CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? Chapter28:TheColdWarandtheAmericanDream CriticalThinkingLessons: 1.1950:CommunistandAntiCommunistPropaganda Chapter31:YearsofDoubt CriticalThinkingLessons: 1.19661984:DesegregatingSchoolsandNeighborhoods Chapter32:EnteringaNewMillennium CriticalThinkingLessons: 1.19751990:AccommodatingNewImmigrants

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Brinkley,Alan.AmericanHistory:ASurvey.Boston:McGrawHill,2003. Chapter3:SocietyandCultureinProvincialAmerica CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.1881:WhoBuilttheEffigyMounds? Chapter7:TheJeffersonianEra CriticalThinkingLessons: 1.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? Chapter10:AmericasEconomicRevolution CriticalThinkingLessons: 1.1827:JosephStreetTriestoPreventtheBlackHawkWar 2.1850:TheU.S.GovernmentDeceivestheOjibwe 3.1854:ARealLifeLittleHouseStory Chapter15:ReconstructionandtheNewSouth CriticalThinkingLessons: 1.1862:AWisconsinSoldierRefusestoGiveSlavesBackto TheirOwners 2.1865:ShouldBlackCitizensBeAllowedtoVote? Chapter19:FromStalematetoCrisis CriticalThinkingLessons: 1.1869:ShouldWisconsinsForestsBeSaved? 2.1886:ShouldGovernmentUseViolencetoSuppress Demonstrations? 3.1890:EnglishonlyinWisconsinSchools? 4.1910:ShouldNativeAmericanChildrenBeMainstreamed? Chapter23:AmericaandtheGreatWar CriticalThinkingLessons: 1.1911:ShouldWomenBeAllowedtoVote? 2.1918:GermanLanguageBooksBurnedintheStreet Chapter26:TheNewDeal CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? Chapter29:TheColdWar CriticalThinkingLessons: 1.1950:CommunistandAntiCommunistPropaganda Chapter32:TheCrisisofAuthority CriticalThinkingLessons: 1.19661984:DesegregatingSchoolsandNeighborhoods Chapter34:ModernTimes CriticalThinkingLessons: 1.19751990:AccommodatingNewImmigrants

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Cayton,Andrew,ElizabethIsraelsPerry,LindaReed,andAllanM.Winkler.America: PathwaystothePresent.PrenticeHall,2005. Unit1:Beginningsto1861 Chapter3:AnEmergingNewNation,17831861 CriticalThinkingLessons: 1.1673:MarquetteandJolietExploretheMississippi 2.1702:TheEffectsoftheFurTrade 3.1763:PontiacUrgesWisconsinIndianstoFight 4.(1783)1846:ShouldWomenBeAllowedtoOwnProperty? 5.1827:JosephStreetTriestoPreventtheBlackHawkWar 6.1850:TheU.S.GovernmentDeceivestheOjibwe 7.1854:ARealLifeLittleHouseStory Unit2:BuildingaPowerfulNation,18501915 Chapter9:LifeattheTurnoftheTwentiethCentury,18701915 CriticalThinkingLessons: 1.1862:AWisconsinSoldierRefusestoGiveSlavesBackto TheirOwners 2.1865:ShouldBlackCitizensBeAllowedtoVote? 3.1869:ShouldWisconsinsForestsBeSaved? 4.1886:ShouldGovernmentUseViolencetoSuppress Demonstrations? 5.1890:EnglishonlyinWisconsinSchools? Unit3:TheUnitedStatesontheBrinkofChange,18901920 Chapter12:TheWorldWarIEra,19141920 CriticalThinkingLessons: 1.1910:ShouldNativeAmericanChildrenBeMainstreamed? 2.1911:ShouldWomenBeAllowedtoVote? 3.1918:GermanLanguageBooksBurnedintheStreet Unit4:BoomTimestoHardTimes,19201941 Chapter16:TheNewDeal,19331941 CriticalThinkingLessons: 1.1935:WhatShouldtheGovernmentDoabout UnemploymentandPoverty? Unit5:HotandColdWar,19311960 Chapter20:ThePostwarYearsatHome,19451960 CriticalThinkingLessons: 1.1950:CommunistandAntiCommunistPropaganda Unit6:APeriodofTurmoilandChange,19501975 Chapter24:TheVietnamWar,19541975 CriticalThinkingLessons: 1.19661984:DesegregatingSchoolsandNeighborhoods Unit7:ContinuityandChange,1969tothePresent Chapter27:EnteringaNewEra,1992tothePresent CriticalThinkingLessons: 1.19751990:AccommodatingNewImmigrants

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PartVI WisconsinHistoryPerformanceStandards
PerformanceStandardsforHistoryGrade8 B.8.1Interpretthepastusingavarietyofsources,suchasbiographies,diaries, journals,artifacts,eyewitnessinterviews,andotherprimarysourcematerials,and evaluatethecredibilityofsourcesused B.8.2Employcauseandeffectargumentstodemonstratehowsignificantevents haveinfluencedthepastandpresentinUnitedStatesandworldhistory B.8.3Describetherelationshipsbetweenandamongsignificantevents,suchasthe causesandconsequencesofwarsinUnitedStatesandworldhistory B.8.4Explainhowandwhyeventsmaybeinterpreteddifferentlydependingupon theperspectivesofparticipants,witnesses,reporters,andhistorians B.8.5Usehistoricalevidencetodetermineandsupportapositionaboutimportant politicalvalues,suchasfreedom,democracy,equality,orjustice,andexpressthe positioncoherently B.8.6Analyzeimportantpoliticalvaluessuchasfreedom,democracy,equality,and justiceembodiedindocumentssuchastheDeclarationofIndependence,theUnited StatesConstitution,andtheBillofRights B.8.7IdentifysignificanteventsandpeopleinthemajorerasofUnitedStatesand worldhistory B.8.8Identifymajorscientificdiscoveriesandtechnologicalinnovationsanddescribe theirsocialandeconomiceffectsonsociety B.8.9Explaintheneedforlawsandpoliciestoregulatescienceandtechnology B.8.10Analyzeexamplesofconflict,cooperation,andinterdependenceamong groups,societies,ornations B.8.11Summarizemajorissuesassociatedwiththehistory,culture,tribal sovereignty,andcurrentstatusoftheAmericanIndiantribesandbandsin Wisconsin

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 B.8.12Describehowhistorycanbeorganizedandanalyzedusingvariouscriteriato grouppeopleandeventschronologically,geographically,thematically,topically, andbyissues PerformanceStandardsforHistoryGrade12 B.12.1Explaindifferentpointsofviewonthesamehistoricalevent,usingdata gatheredfromvarioussources,suchasletters,journals,diaries,newspapers, governmentdocuments,andspeeches B.12.2Analyzeprimaryandsecondarysourcesrelatedtohistoricalquestionto evaluatetheirrelevance,makecomparisons,integratenewinformationwithprior knowledge,andcometoareasonedconclusion] B.12.3Recall,select,andanalyzesignificanthistoricalperiodsandtherelationships amongthem B.12.4Assessthevalidityofdifferentinterpretationsofsignificanthistoricalevents B.12.5Gathervarioustypesofhistoricalevidence,includingvisualandquantitative data,toanalyzeissuesoffreedomandequality,libertyandorder,regionandnation, individualandcommunity,lawandconscience,diversityandcivicduty;forma reasonedconclusioninthelightofotherpossibleconclusionsanddevelopa coherentargumentinthelightofotherpossiblearguments B.12.6Selectandanalyzevariousdocumentsthathaveinfluencedthelegal,political, andconstitutionalheritageoftheUnitedStates B.12.7IdentifymajorworksofartandliteratureproducedintheUnitedStatesand elsewhereintheworldandexplainhowtheyreflecttheerainwhichtheywere created B.12.8Recall,select,andexplainthesignificanceofimportantpeople,theirwork, andtheirideasintheareasofpoliticalandintellectualleadership,inventions, discoveries,andthearts,withineachmajoreraofWisconsin,UnitedStates,and worldhistory B.12.9Selectsignificantchangescausedbytechnology,industrialization, urbanization,andpopulationgrowth,andanalyzetheeffectsofthesechangesinthe UnitedStatesandtheworld

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B.12.10Selectinstancesofscientific,intellectual,andreligiouschangeinvarious regionsoftheworldatdifferenttimeinhistoryanddiscusstheimpactthosechanges hadonbeliefsandvalues B.12.11Compareexamplesandanalyzewhygovernmentsofvariouscountrieshave sometimessoughtpeacefulresolutiontoconflictsandsometimesgonetowar B.12.12Analyzethehistory,culture,tribalsovereignty,andcurrentstatusofthe AmericanIndiantribesandbandsinWisconsin B.12.13Analyzeexamplesofongoingchangewithinandacrosscultures,suchasthe developmentofancientcivilizations;theriseofnationstates;andsocial,economic, andpoliticalrevolutions B.12.14Explaintheorigins,centralideas,andglobalinfluenceofreligions,suchas Buddhism,Islam,Hinduism,Judaism,andChristianity B.12.15Identifyahistoricalorcontemporaryeventinwhichapersonwasforceto takeanethicalposition,suchasadecisiontogotowar,theimpeachmentofa president,orapresidentialpardon,andexplaintheissuesinvolved B.12.16Describethepurposeandeffectsoftreaties,alliances,andinternational organizationsthatcharacterizetodaysinterconnectedworld B.12.17Identifyhistoricalandcurrentinstanceswhennationalinterestsandglobal interestshaveseemedtobeopposedandanalyzetheissuesinvolved B.12.18Explainthehistoryofslavery,racialandethnicdiscrimination,andeffortsto eliminatediscriminationintheUnitedStatesandelsewhereintheworld

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 Part VII CriticalThinking:ASelectedBibliography

Thesebooks,articlesandreportshavebeenselectedbyWisconsinHistoricalSocietystafffor thosewhowanttopursuetopicsraisedintheworkshops.ThosecontaininganERIC number(inparenthesesaspartoftheircitation)aregovernmentpublications.Theirfull textscanusuallybefoundathttp://www.ericdigests.org/orbydoingaGooglesearchonthe ERICnumber.Theotherscommerciallypublishedbooksandscholarlyarticlescan usuallybefoundwiththehelpofthenearestUWSystemcampuslibrary. TEACHINGCRITICALTHINKING Ankeny,Kirk,etal,eds.BringHistoryAlive!ASourcebookforTeachingUnitedStates History.NationalCenterforHistoryintheSchools,LosAngeles,CA,1996(ERIC ED417121)
Verythoroughsourcebookforteachinghistory,whichincludesarticlesandexercisesthataddress incorporationofprimarysourcematerialsandcriticalthinkingexercises.Anexcellentresourcefor middleandsecondaryschoolhistoryteachersinterestedinincorporatingCTexercisesintotheir classroominstruction.

Beyer,BarryK.CriticalThinking.Bloomington,Ind.:PhiDeltaKappaEducational Foundation,1995.
Averybasicandbriefdistillationoftheessentialfeaturesofcriticalthinking,asidentifiedbyafirst generationCTeducationspecialist,includinghisconcisearticulationoftheessentialelementsofCT, anexampleofCT,andastatementontheimportanceofCTtoademocraticsociety.

Black,Susan.TeachingStudentstoThinkCritically,TheEducationDigest70:6(Fall 2005).
Averybriefsummaryofcontemporaryeducationalideasfordevelopingchildrenscriticalthinking skills.Authorcitesleadingproponentsandprogramsofcriticalthinking:RichardPaulandLinda Elder(NationalCouncilforExcellenceinCriticalThinking);TalentsUnlimited(theUSDepartment ofEducationNationalDiffusionNetworkprogram);StanleyPogrow(HOTSdeveloper);andBarry Beyer,aprofessoremeritusfromGeorgeMasonUniversity.

Ennis,Robert.CriticalThinking.UpperSaddleRiver,NJ:PrenticeHall,1996;1995.
Usefulgeneraltextbookemployingnaturallanguageinordertoassistindividualsinthedevelopment andselfevaluationofCT,predicateduponthenotionthatCTdispositionsandabilitiesareessentialto ademocracy.EnnisemphasizessixbasicelementstoCT:Focus,Reason,Inference,Situation,Clarity andOverview(FRISCO).Textincludesnumerousexamplesandsuggestionsforselfassessment.

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King,Alison.InquiryasaToolinCriticalThinking.InD.HalpernandAssociates,eds. ChangingCollegeClassrooms:NewTeachingandLearningStrategiesforanIncreasingly ComplexWorld,pp.1338.SanFrancisco:JosseyBass,1994.

AuthorferventlybelievesthatCTcanempowerstudents.Aproponentoftheconstructivist educationalmodel,Kingstressestheimportanceofaskingstudentstodrawonpreviousexperience(s) andknowledgewhenintroducedtonewinformation.Sheadvocatesthatcollegeprofessorsneedto departfromthetraditionallecturemodelinorderfortheirstudentstodevelopCTskills,promotingan applicationofGuidedReciprocalPeerQuestioningbasedonBloomstaxonomy(application, analysis,evaluation)asfundamentaltoCTinstruction.

McMillan,J.H.EnhancingCollegeStudentsCriticalThinking:AReviewofStudies, ResearchinHigherEducation26:1(1987):329(ERICEJ354319).
AnearlyexhaustivesummaryofhighereducationstudiesofundergraduatestudentsCTskills.Has sincebeenexpandedupon,byLisaTsui(seebelow).

Milbury,PeterandBrettSilva.ProblemBasedLearning,PrimarySources,and InformationLiteracy,MultimediaSchools5(Sept.Oct.1998):4044(ERICEJ574027).
Authorsdescribetheirinterdisciplinarycollaborationtoemploytheinstructionalstrategy,Problem BasedLearning(PBL),todevelopandteachoriginallessonplanswiththeLibraryofCongresss AmericanMemoryProject.

Norris,S.P.SynthesisofResearchonCriticalThinking,EducationalLeadership42:8 (1985):4045(ERICEJ319814).
AnearlysummaryofresearchandphilosophyunderlyingCTeducation.Authormakesthefollowing points:1)CTisacomplexofmanyconsiderations;2)CTisaneducationalideal;3)CTabilityisnot widespread;4)CTissensitivetocontext;5)teachersshouldlookforthereasoningbehindstudents conclusions;6)simpleerrorsmaysignalerrorsinthinkingatadeeperlevel;7)havingacriticalspirit isasimportantasthinkingcritically;8)tothinkcritically,onemusthaveknowledge;and9)wedont knowagreatdealabouttheeffectsofteachingCT.

OConnor,JohnE.Reading,Writing,andCriticalViewing:CoordinatingSkill DevelopmentinHistoryLearning,TheHistoryTeacher(LongBeach,CA)34:2(Fall 2001):183192(ERICEJ665387).

Autobiographicalsummaryofhisapproach(developedover30yearsasahighschoolteacher)to integratefilmandtelevisionviewinginhistoryinstruction.Hesupportsanalysisofthesemediabased onhistoricalmethodologies(asdocuments),sincetheyarerepresentationsofhistory;evidencefor historicalfact;evidenceforsocialandculturalhistory;andevidenceforthehistoryoffilmand television.

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Otten,E.H.UsingPrimarySourcesinthePrimaryGrades,ERICDIGESTED419772, 1998.
Briefadvocacyofutilizingprimarysourcesintheelementaryclassroom,basedonthepremisethatthey helptobridgethegapbetweenthepastandthepresent.AuthorcitestheNCSSCurriculum StandardsfortheSocialSciencesTime,Continuity,andChangethematicstrandsperformance expectationthatelementarystudentshaveanabilitytoidentifyandusevarioussourcesfor reconstructingthepast,suchasdocuments,letters,diaries,maps,textbooks,photosandothers (NCSS1994,2D,34).

Reed,JenniferH.andJeffreyD.Kromrey.TeachingCriticalThinkinginaCommunity CollegeHistoryCourse:EmpiricalEvidencefromInfusingPaulsModel,College StudentJournal35:2(June2001):20115(AvailablethroughEducationFullText).

AuthorsadoptednotedCTexpertRichardPaulsmodelforcriticalthinkingtocommunitycollege levelhistoryinstruction,trainingstudentstoemployCTtoanalyzeprimarydocuments.Their ANCOVAtestresultssuggestedthattheexperimentalgroupperformedsignificantlyhigherthanthe controlgroupinhistoricalthinkingandingeneralcriticalthinkingskills,withlargeeffectsizesin eachcase,yetnosignificantdifferenceswerenotableontheothertests.Authorsfeltthatinfusing Paulsmodelintoclassroomactivitiesappearedtopromotestudentsabilitiestothinkhistoricallyand criticallywithoutlesseningtheiroverallknowledgeofhistorycontent.

Seymour,DaleandEdBeardslee.CriticalThinkingActivities.PaloAlto,CA:Dale SeymourPublications,1990.
AuthorsconsiderCTactivitiesindispensableforeverychildsprimarylevelmathematicseducation. TheirbookpresentsbasicactivitiesfocusedonthreetypesofCTskills:patterns,imageryandlogic.A strongemphasisisplacedonnumericproblemsolving.Whilethisworkisnotdirectlyapplicableto theteachingofhistory,itcouldbecreativelyadaptedtodevelopingvisualliteracybasedCTexercises.

Shiroma,Deanne.UsingPrimarySourcesontheInternettoTeachandLearnHistory, ERICDIGESTED442729,2000.
Agoodgeneralsummaryof1)typesandusesofprimarysources;2)methodsofusingtheInternetto obtainprimarysources;3)recommendedWebsites,whichtheauthorconsidersexemplary.

Tsui,Lisa.AReviewofResearchonCriticalThinking,TypescriptofaPaperPresented attheAnnualMeetingoftheAssociationfortheStudyofHigherEducation,Miami,FL (ERICED427572).

AuthorsattempttogobeyondMcMillans1987studytoreviewtheresearchonCTamongcollege students.Sheevaluatedatotalof62studies,themajorityofwhichhadindicatedthatoverthecourse ofanundergraduateprogram,studentscriticalthinkingskillsimproved.However,Tsuisanalysis revealedconsiderableinconsistencyastotheidentifiedfactorsthataffectedthisgrowth.Overall,she foundevidencethatincomparisontocoursestaughtinamoretraditionalmanner,greatergainsinCT scoreswerefoundamongcourseswithinstructionalparadigmsthatemphasizedproblemsolvingor criticalthinking,classparticipation,inquiryandhigherorderthinking.Articleincludesverygood generalsummaryofCTliteratureandathoroughbibliography.

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Walters,KerryS.,ed.ReThinkingReason:NewPerspectivesonCriticalThinking. Albany:SUNYPress,1994.
Extremelyvaluablefourteenarticleanthologypresentingthesecondwaveofcriticalthinking researchandpedagogy,claimingthatteachersandresearchersneedtoexpandtheircriteriaofwhat shouldbeconsideredcriticalthinking.Authorschallengepremisestraditionallyassociatedwith institutionallydrivenperspectivesonCT,andemphasizesuchskillsanddispositionsasnonanalytical thinking,includingimaginationandintuition.

Wineburg,S.S.HistoricalProblemSolving:AStudyoftheCognitiveProcessesUsedin theEvaluationofDocumentaryandPictorialEvidence,JournalofEducational Psychology83:1(1991):7387(ERICEJ436869).

ArticlebasedontheauthorsdoctoraldissertationfromtheSchoolofEducationatStanford University.Addressesthecomplexitiesofassessinghistoricalunderstanding/inquiry.Conducteda researchstudywithparticipantsgleanedfromuniversitiesandhighschools(eighthistoriansandeight highschoolstudents).Wineburgattemptedtoaddresshowhistoricalfactsaredeveloped.

ZeislerVralsted,Dorothy.TheWisconsinCollaborativeUnitedStatesHistory ProfessionalDevelopmentProgram,TheHistoryTeacher(LongBeach,CA)36:2(Fall 2003):221230.

DiscussestheWisconsinCollaborativeUnitedStatesHistoryProfessionalDevelopmentProgram, whichreceivedaTeachingAmericanHistory(TAH)grant,inanefforttoimprovesubjectknowledge forstateK16teachers.LedbytheNationalCouncilforHistoryEducation(NCHE)smaster teacher,BettyFranks,theprogramfurthersoughttoimprovecriticalthinkingskills.Theauthor reviewstheprogramsfirstyearcolloquia,itsoverallsuccessesandshortcomings.

ASSESSMENTOFCRITICALTHINKING Ennis,RobertH.andEricWeir.TheEnnisWeirCriticalThinkingEssayTest:An InstrumentforTeachingandTesting.PacificGrove,CA:MidwestPublications,1985.

PresentationoftheEnnisWeir,RobertEnnisandEricWeirsgeneraltestofcriticalthinking ability.Thetestwhichtakestheformofalettertotheeditorofafictionalnewspaperwasintended toevaluatethetesttakersabilitytoappraiseanargumentandtoformulateawrittenresponse,similar inconceptiontothenewSATessaysection.

Facione,PeterandNoreenC.TheCaliforniaCriticalThinkingDispositionInventory. PacificGrove,CA:MidwestPublications,1985.
StandardizedtextforCT,developeduponthecompletionofatwoyearDelphiprojectwiththe sponsorshipoftheAmericanPhilosophicalAssociation.TheCaliforniaCriticalThinkingDisposition (CCTDI)wasintendedtoassessonlytheaffective,attitudinaldimensionsofCT:thingssuchas opinions,beliefs,andattitudestowardsCT.Maybeusefulforpreandpostassessments.

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 Halpern,D.F.AssessingtheEffectivenessofCriticalThinkingInstruction,TheJournal ofGeneralEducation42:4(1993):238254(ERICEJ650970).
Authorprovidesastrongsummaryofnationalimperativetoimprovecollegestudentscritical thinkingskillsandgoesontoitemizetheproblematicsinherenttocreatingmeasurementdevicesand someprimarymodels(suchasGainsinIQScoresandStudentSelfReports).ShecitesVenezuelas exhaustiveattempttoimprovethethinkingskillsofitscitizenry,whichhasreceivedaconsiderable amountofscholarlyreview.Sheconcludesthatthereissignificantpotentialforhelpingcollege studentstothinkmorecritically.Sheincludesahelpfultablethatsummarizestypicalskillsassociated withcriticalthinking.

Norris,StephenandRobertH.Ennis.EvaluatingCriticalThinking.PacificGrove,CA: CriticalThinkingPressandSoftware,1989.
AuthorsattempttoestablishacontextandmeansforevaluatingCTskillsattheelementaryand secondarylevels.Intendedforclassroomteachers,thisvolume(oneofaseriesfocusedondeveloping CTskills)emphasizestheanalyticalmodelofCT,includesdescriptionsofcommerciallymarketedCT tests,alongwithsuggestionsfordevelopingonesownevaluativemodels.

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