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Bridging Reading and Writing Through C3 Inquiry Social Education 80(6), pp 343–349 ©2016 National Council for the Social Studies Developing Reading and Writing Skills through Social Studies Bridging Reading and Writing through C3 Inquiry Tina L. Heafner, Aaron Zimmerman, Nicholas Triplett, and Wayne Journell In seeking a disciplinary literacy model that would enable students to express well- reactions, compared what Beveridge developed perspectives and argue contrasting views with the sound use of evidence, stated to what they had predicted, and we developed a student-driven model that emphasized historical investigation, offered then discussed the significance of such a substance, and scaffolded reading and writing. To support our project, we created speech coming from a U.S. senator. easy-to-use primary and secondary source text collection. The second order primary and sec- ondary sources were selected both to The curricular application focuses subsequent sources. We chose Senator support and contrast the theme of the on American Imperialism. The primary Albert Beveridge’s Speech on American original primary source. The eight and secondary source text collection Imperialism given to Congress, which second order sources both supported is compatible with both 8th grade and expressed why he felt the United States Philippine occupation and also offered high school social studies. The teacher should maintain its presence in the oppositional perspectives. The four pro- needs to provide significant scaffolding Philippines (See p. 346). We modified occupation sources included two reli- and structuring. We chose American the speech to make it accessible to all gious fueled sources, one source to show Imperialism in particular because the our middle school readers. Beveridge’s American public policy at the time, and “freedom narrative” of peoples who speech hits on all the different pro-impe- one source suggesting the influence of sought freedom from this imperialism rialism themes like ethnocentrism, mani- literature on American views. The four generally gets glossed over or gets told fest destiny, and the economic oppor- sources opposing Philippine occupa- through a very pro-American lens.1 We tunities of expansionism. The speech tion included three Filipino perspec- established a compelling question to offers a provocative view of American tives, and one American. Two sources set the tone for the inquiry and engage Imperialism, while also reflecting the from Emilio Aguinaldo were chosen student interest: “How was American views of most pro-Imperialist Americans. because the audience for each source Imperialism justified in the Philippines?” As a “before” reading strategy, students was completely different, and students Supporting questions included: “What wrote predictions of what they thought can observe how this affects his tone and were the arguments for and against Beveridge would say based on the sourc- method of articulation (see page 346 American Imperialism?” and “How was ing and introductory information. Then, for one of these sources). A speech by the concept of freedom used by both as students read the text, they highlighted William Jennings Bryan (not included sides of this conflict? How could both and underlined evidence that supported here) was selected to portray Americans sides be fighting for freedom?” The latter or refuted their predictions. In addition, who were opposed to these actions. question helped students reconsider the they read the text closely to identify rea- More complex texts were modified and subjectivity of the concept of freedom sons why Beveridge felt America should scaffolded with reading comprehension and led to evidence that could address hold the Philippines, while also mark- techniques to ensure student under- the freedom narrative. ing the text for evidence of Beveridge’s standing. Additional sources that could The investigation begins with a first statements that implied American supe- be included for academically or intel- order primary source that captures the riority. After completing the text, the lectually gifted or high school students overall themes of the unit and sets the “after” reading task prompted students would be the Anti-Imperialist League tone for the investigation. The first order to summarize Beveridge's thoughts on Platform, Mark Twain’s Comments source should establish a point of view, the Philippines and Filipinos in at least on the Moro Massacre, the 1896 one that will be supported and refuted by three sentences. Students indicated their Republican Party Platform, and excerpts November/December 2016 343 from Alfred Mahan’s The Influence of President McKinley’s Speech to a sources that are utilized, one being his Sea Power upon History. Methodist Church Group overall Manifesto, and the other being Excerpts from Reverend Josiah Strong’s his Letter to the American People. Primary and Secondary Source book Our Country Pedro Paterno’s Proclamation of War. Text Collection General Merritt’s Proclamation of the William Jennings Bryan’s Speech against First Order Source Occupation of Manila Imperialism Senator Albert Beveridge’s Speech on Rudyard Kipling’s famous poem White Third Order Sources American Imperialism given to Congress Man’s Burden Political cartoons from various maga- zines: Puck Magazine, Judge Magazine, Second Order Sources Anti-occupation the New York Journal, and Life Pro-occupation Emilio Aguinaldo has two separate Magazine. Political cartoon titles: “The Filipino’s First Bath”; “Smashed!”; “School Begins”; “Kill Every One Over Ten”; K-12 SOCIAL STUDIES EDUCATORS “The Harvest in the Philippines.” See p. 348 for the list of references and urls Earn for the above sources. Your Scaffolding the second order primary and secondary sources was especially M.A. in important as the overall volume of text Political can be overwhelming. The “before” reading scaffolding included hetero- Science geneously breaking students into part- ners or small groups and clarifying to Online in each group whether they were analyz- Only 15 ing pro- or anti-Filipino occupation sources. While this step sounds simple, Months it is critical that students know what kind of sources they will be analyzing, espe- cially since text structure offers clues for The Political Science Department at Georgia State University how to read.2 For the “during” reading is launching a distance-learning M.A. concentration in Political activity, the students completed a guid- Science for Educators, to begin in Summer 2017. ing flow chart that had them analyze who, what, where, when, why, and how for each source.3 Afterwards, student groups l Offered entirely online for l Exposes educators to cutting-edge completed a jigsaw activity to share their elementary, middle, and high research in political science. findings. The next activity asked students school social studies teachers. to create a compare-and-contrast chart l Provides educators with the tools that juxtaposed the arguments for and l Degree can be completed during to engage their students in against Filipino occupation. six seven-week minimesters, evidence-based conversations about The third order primary sources took extending just 15 months and with democracy, citizenship, and public the majority of work in the summers. policy. the themes that students identified in the first two cycles of analysis and offered For more information and to apply, please visit the opportunity for content enrich- ment and historical empathy.4 We chose politicalscience.gsu.edu/online-ma or call 404.413.6159 political cartoons that were taken from Puck Magazine, Judge Magazine, the New York Journal, and Life Magazine. The cartoons depicted a wide array of Admission closes March 1, 2017 views on the American presence in the for Summer 2017 enrollment. Philippines. The scaffolding for this seg- ment again involved “before,” “during,” Social Education 344 and “after” structured assignments. From Reading to Writing Smithsonian As a before activity, we reviewed the For the writing application, we asked purpose and attributes of political car- students to produce a multi-paragraph American Art toons (e.g., juxtaposition, symbolism, persuasive speech supporting or caricature, etc.). In the “during” analy- opposing American intervention in Museum sis, students completed an inventory the Philippines that drew on at least checklist which asked them to iden- three sources with clearly articulated tify cartoon elements as well as overall evidence. Students were required to themes and viewpoints of the cartoon use at least one source from those (visual symbols/metaphors; visual dis- included in the primary source kit tortion; irony in words/images; stereo- and at least one outside source. The types and caricatures). third source could be selected from either. Paragraph one was intended to The “after” analysis activity explain the history of American impe- included debriefing and discussion rialism in the Philippines so that the with at least one partner. Conversations reader could establish a point of view were guided by these questions: within the context of time and place. Paragraph two explained the argument 1. Summarize in a few sentences the (for or against the American action) point that each of the cartoons was through the use of evidence. A third trying to make. paragraph summarized and concluded the argument. What can we find 2. What do you think would have been the impact of seeing these Scaffolding for Arguments, in this picture? cartoons during these time peri- Sources, and Evidence a. An idealized woman ods?
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