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Activity 6: Research Paper Topics

Summary
Students will write a research paper

Standard: Strand 1: American History

Grades 6-8

Concept 1: Research Skills for History

PO 4. Formulate questions that can be answered by historical study and research

PO 6. Determine the credibility and bias of primary and secondary sources

Standard: Writing Standard: Strand 3: Writing Applications

Grade 6- 8

Concept 4: Persuasive

PO 1. Write persuasive text (e.g., essay, paragraph, written communications) that:

a. establishes and develops a controlling idea
b. supports arguments with detailed evidence
c. includes persuasive techniques
d. excludes irrelevant information
e. attributes sources of information when appropriate (Grades 7, 8)

Concept 6 : Research

PO 2. Write an informational report that includes:

a. a focused topic
b. appropriate facts and relevant details
c. a logical sequence
d. a concluding statement
e. a list of sources used

Standard: Strand 1: American History

High School

Concept 1: Research Skills for History

PO 3. Formulate questions that can be answered by historical study and research

PO 5. Evaluate primary and secondary sources

a. author's main points

b. purpose and perspective

c. facts vs. opinions

d. different points of view on same historical event

e. credibility and validity

Concept 7: Emergence of the Modern United States

PO 1: Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century:

d. Labor movement (e.g., Bisbee Deportation)

Standard: Writing Standard: Strand 3: Writing Applications

High School

Concept 4: Persuasive

PO 1. Write a persuasive composition (e.g., business letter, essay) that:

a. states a position or claim
b. presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals
c. attributes sources of information when appropriate
d. structures ideas
e. addresses the reader’s concerns

Concept 6: Research

PO 1. Write a research report that:

a. incorporates evidence in support of a thesis or claim
b. integrates information from two or more pieces of primary and/or secondary research information
c. makes distinctions between the relative value and significance of specific data, facts, and ideas
d. integrates direct quotes
e. uses internal citations
f. includes a works cited, bibliography, or reference page (Grades 10-12)

Activities

Students will select one of the following topics.

1.  Compare and contrast newspaper articles from the Bisbee Daily Review to the Los Angeles Times for July 12 and 13 of 1917 and the Miner's Magazine. Discuss the differences in coverage including the impact on the audience, quality of reporting, bias, language and news content.

Sources to Consult:

Bisbee Daily Review, Los Angeles Times and the Miner's Magazine

2.  Discuss and contrast the viewpoints about miners and the deportation as presented by mine owner Walter P. Douglas in the July 11, 1917 article in the Bisbee Daily Review and the investigation and Report from the Secretary of Labor. What are the Report's conclusions about the role of management in mining labor relations?  How do the words of Douglas in the newspaper article support the conclusions in the Report? What clues do you pick up about why the miners might strike?  How much power did the miners have as individuals, as union members? How much power did the mine owners have?

Sources to Consult:

Bisbee Daily Review, July 11, 1917
Sixth Annual Report of the Secretary of Labor

Department of Labor Office of the Secretary Report of the Bisbee Deportations

 3. Examine the List of Deportees and discuss both who the deportees were and why the kind of information that was collected was important.  What kind of information was collected about the deportees? What is the significance of the types of data that was collected? What information is missing that you would like to know?  What conclusions can you make about the social and economic background of the deportees?

Sources to Consult:

Deportations from Bisbee

4.  The leaders of the deportation and defense attorneys used the “law of necessity" to justify the deportation.  Discuss the "law of necessity" and how it was used in the Bisbee deportation? Is the Law of Necessity still an acceptable ideal for law enforcement officials today? Write about the similarities and differences between the fears, reactions, and reasoning of the Bisbee inhabitants to justify the deportation.  Is the “law of necessity”  being used today? How?

 Sources to Consult:

The Law of Necessity as applied in State of Arizona vs. H. E. Wootton, Bisbee I.W.W. Deportation Case
George Soule "Law and Necessity in Bisbee," The Nation, Vol. 113, August 13, 1921.  

5. Compare and contrast the accounts of the deportation of Fred Watson (miner who was deported) and either Deportations from Bisbee (author unknown) or Robert Dickson's Wobbly Tactics, or The Truth about Bisbee (author unknown but thought to be published with support from a major mine owner.)

Sources to Consult:

Recollections of a Bisbee Deportee: Still on Strike! (Fred Watson)
Wobbly Tactics
The Truth about Bisbee

6. "... national interest and comment together with much exaggeration and perversion of facts from some quarters, the attending statement has been issued by the Arizona Chapter of the American Mining Congress after careful investigations." In this statement the Arizona chapter sets forth its "facts" about why the deportation was justified.  Examine this document and analyze the veracity and accuracy of this investigation.  What questions would you investigate? What are the biases of this statement? For whom was this document written? Does it succeed in its purpose?

Sources to Consult:

Deportations from Bisbee
List of Deportees
Department of Labor Office of the Secretary. Report of the Bisbee Deportations made by the President's Mediation Commission to the President of the United States.
"Copper Camp Patriotism: An Interpretation," The Nation, Vol. 106, No. 2747, pgs 235-236, February 28, 1918.