D2.His.6.6-8: How Perspectives Shape the Information in Sources

Overview

Lesson Procedure

60-70 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "A food fight breaks out in the cafeteria. Write down what three people would tell the principal: the lunch monitor on duty, a student who got hit, and a student watching from the far end of the room. What would each one be sure to mention? What might each one leave out?"

   Pairs share. On the board, list the reasons the three stories differ: where the person was, what their job was, what they had to gain or lose, and who they were telling. Explain that historians call these parts of a person's perspective: the way a person sees an event, shaped by their experiences, beliefs, job and interests. Today students use the same four reasons on real sources from 1913.

2. Direct Instruction20 minutes

   Part 1: Key words. Post these before reading. Suffrage is the right to vote. A procession is a parade or march. A primary source is a document made at the time by someone who took part in or saw an event. Its creator is the person who made it. A hearing is a meeting where lawmakers question witnesses, and testimony is what a witness says there. A superintendent of police is the head of a city's police force, and a precinct is one district of that force, led by a captain. A person's stake is what they could gain or lose from how an event is described. In the police reports, special policemen or specials are extra men hired for the day, and a detail is a group of officers given one job.

   Part 2: What happened. On March 3, 1913, the day before a new President was inaugurated, marchers for woman suffrage walked along Pennsylvania Avenue from the Capitol toward the Treasury Building. Huge crowds had come to Washington for the inauguration, and many pushed into the street. (Sylvester's full statement describes guarding the arriving "President elect" that afternoon.) Congress had passed a resolution telling the police to keep the route clear, and on March 4 the Senate directed a subcommittee to investigate "the conduct of the District police" in connection with the parade (title page of the hearings). The subcommittee held hearings in March 1913 and printed all the testimony. Every source today comes from that printed record.

   The creators of Sources 1-5 (from the printed hearings, 1913)

   Source	Creator	Job or role	Written or spoken	For whom
   1	Maj. Richard Sylvester	Superintendent (head) of the police	Written, March 4, 1913	The District Commissioners, who passed it to the Senate
   2	Harriet Taylor Upton	Marcher from Warren, Ohio	Spoken testimony, March 1913	The Senate subcommittee
   3	Lt. J. A. Duvall	Police officer in charge of one section of the route	Written, March 5, 1913	His boss, Maj. Sylvester
   4	Capt. John C. Daley	Police captain in charge of another section	Written, March 5, 1913	His boss, Maj. Sylvester
   5	Capt. James E. Mulhall, then Maj. Sylvester and the chairman	Police captain; superintendent; senator leading the hearing	Written March 7; then spoken	Maj. Sylvester; then the subcommittee

   Part 3: The four questions. Model them with Source 1, then Source 2: (1) Where was the creator? (2) What was their job? (3) Who was the audience? (4) What was at stake? Then ask: what information does the source include, and what does it leave out? Point out that Source 1 was sent because the Senate asked why the police had not prevented interference with the procession. Sylvester sometimes writes about himself in the third person ("the major and superintendent"); this excerpt mostly uses "I."

   1In this connection I have to state that street cars were ordered stopped entering the line of march at 2.30 o'clock p. m. at Fifteenth Street and Pennsylvania Avenue NW. and at First and B Streets NW., in order to meet the requirements of the joint resolution of Congress, and that Pennsylvania Avenue was roped with cable up to Fifteenth Street NW., both north and south sides, and all streets intersecting with Pennsylvania Avenue were looped by the police, and that the people gathered on the sidewalks were packed closely to the building walls throughout the line of parade, but, notwithstanding this fact, others got beyond the ropes.

   2The police force at hand throughout the entire line of march were fully instructed to use every endeavor to keep people back of the lines, and 12 automobiles and the motor patrol wagon, all bearing the insignia of the police department, were employed to assist in maintaining the clearance of the route. [...]

   3My captains informed me that in the formations they could afford a clear space for the same and that the only real crowd that massed, giving primary trouble to the police, was when the cable used in front of the New Willard Hotel, at Pennsylvania Avenue and Fourteenth Street NW., broke, giving way and permitting the great crowd assembled there to enter the lines. The overflow on the street probably prevented injury to persons on the sidewalk, which might have resulted in a calamity.

   [...]

   4[...] The whole passed rapidly and successfully to the end, to the points of dismissal, and observing from Fifteenth Street and Pennsylvania Avenue NW. to the points of dismissal there was uninterrupted progress and freedom from annoyance. [...]

   5Up to the hour of this writing, no complaints of any loss of consequence were reported and no knowledge of any loss of life or limb has come to these headquarters.

   [...]

   6While referring to this matter, it might be stated that the Metropolitan police force of the District of Columbia has but 724 members, including privates and officers of all grades, that the force was cut down 20 members a year ago, and there was a further reduction of 8 members at this present session of Congress.

   7All told, there were 716 men employed along the line of parade, the number of men available consistent with past expenditures for such events.

   8The property losses were insignificant, and, as the crowd was in the main composed of women and children, including baby carriages and babies, extraordinary force could not, of course, be used against such public sight-seers. [...]

   1The Chairman. When you reached Pennsylvania Avenue in what condition did you find it?

   2Mrs. Upton. As we were marching—may I just tell it as quickly as I can?

   3The Chairman. Yes; tell it in your own way.

   4Mrs. Upton. [...] As we proceeded toward Peace Monument, down by the Garfield Monument, the crowd began getting a little more dense, but it was like an ordinary procession up to the time we got to the Peace Monument. From that on, as I remember, until we got to Seventh Street, the crowd came closer and closer and closer. We were marching five abreast on Capitol Hill. We dropped off one, then we dropped off another, and we dropped off another until when we got to Seventh Street, there was myself and a small boy who belonged to the Ohio delegation who was carrying a banner with the names of the five Presidents from Ohio on it. He was a splendid little fellow. His mother was in the procession, and I had promised him he could march at the head with me. I was so much afraid that he was going to be hurt that I really paid more attention to him than I did to some other things.

   5The Chairman. Why were you afraid he would be hurt?

   6Mrs. Upton. Because the crowd gave us no room at all. When I reached Pennsylvania Avenue there was simply room for one small boy and myself, which would make room for two ordinary persons. [...] The only time I felt alarmed about anything was at Seventh Street, because I knew there was always congestion there, and I worried a little bit about that. We had two or three elderly people in our part of the procession, and the thing that I noticed most along the line of march was that the people who were looking at us were largely youngish men, men I should say between 21 and 28, and some women. I saw no baby carriages at all in that procession anywhere.

   7The Chairman. You do not mean in the procession; you mean in the crowd?

   8Mrs. Upton. I mean watching the procession. There has been some talk about baby carriages. I did not see any. I did not see any policemen. Most of them were absent as I saw it. [...]

   • Job and audience shape what is included (Source 1, paragraphs 1-2)

     Sylvester was answering the question of why the police did not keep the route clear. What does he put first?

     Result: He opens with what the police did: street cars were stopped, the Avenue "was roped with cable," side streets "were looped by the police," and the force was "fully instructed to use every endeavor to keep people back of the lines" (paragraphs 1-2). A leader whose department is being questioned is likely to start with the steps it took. The source tells us a lot about plans and orders and much less about what marchers went through.

   • A creator explains a problem (Source 1, paragraph 3)

     Where does Sylvester say the real trouble happened, and how does he describe it?

     Result: He says "the only real crowd that massed" was where a cable "broke" in front of the New Willard Hotel at Fourteenth Street, and he adds that the overflow "probably prevented injury to persons on the sidewalk" (paragraph 3). The problem is placed in one spot and tied to an accident with equipment, which fits a writer defending his officers.

   • A marcher's position (Source 2, paragraph 4)

     What does Upton describe, and what does her place in the parade let her see?

     Result: Upton was inside the march, so she describes how it felt: the crowd "came closer and closer and closer" until "there was myself and a small boy" left in her row (paragraph 4). Her source is strong on the marchers' experience and limited to the part of the route and the time she passed through.

   • Two sources on police presence (Sources 1 and 2)

     Sylvester describes a police force "fully instructed" along "the entire line of march." What does Upton report about police?

     Result: Upton says, "I did not see any policemen. Most of them were absent as I saw it" (Source 2, paragraph 8). The two creators stood in different places and had different jobs: Sylvester reported the plan and orders for the whole route, while Upton reported what she saw from her row. Each source includes what its creator knew best and was most concerned to tell.

3. Guided Practice15 minutes

   Pairs read Source 3, a report from the lieutenant in charge of the first section of the route, and answer four questions. Circulate and ask each pair to point to the words that support each answer.

   1. What part of the route was Duvall responsible for? Quote the words that tell you.
   2. Who asked for this report, and what might Duvall want his boss to know?
   3. List three things Duvall says went well. Which of them describe his own work?
   4. What does the report not tell us about the rest of the route?

   1Sir: I have the honor to report that at 12.30 p. m., Monday, the 3d instant, 2 sergeants, 30 privates on foot, and 40 special policemen reported to me for duty at First Street and Pennsylvania Avenue NW., with which command I was to take charge of Pennsylvania Avenue from the Peace Monument to Four-and-a-half Street NW., and afford the women suffragists protection and insurance against interference while forming for their parade and while the same was passing. I deployed my command uniformly over the territory assigned to me, and with my command, between the hours of 12.30 and 2.30 p. m., preserved good order. At 2.30 p. m., I stopped all westbound street cars, also vehicular traffic, and at 2.55 p. m. had Pennsylvania Avenue between the Peace Monument and Four-and-a-half Street NW. entirely cleared, which condition I preserved until the procession formed and the last end of same had passed by. During the time the procession was passing through my territory there was no disorder, no indecent or vulgar remarks made, and the vast crowd which had assembled showed no disposition to be discourteous to the paraders, but, on the contrary, showed a joyful and friendly disposition. Fully 75 per cent of the spectators consisted of women and children, who quietly dispersed when the parade passed.

   Teacher key. 1. "Pennsylvania Avenue from the Peace Monument to Four-and-a-half Street NW." 2. The report is addressed to Maj. Sylvester (see the table), who was gathering reports while the Senate investigated. A lieutenant writing to his commander is likely to show that he followed orders. 3. He "preserved good order," had the Avenue "entirely cleared" at 2.55 p. m. and kept it that way, and says there was "no disorder." The first two describe his own command's work. 4. Nothing about anywhere past Four-and-a-half Street, where other officers were in charge. A source made by a person with one job in one place covers that place.

4. Independent Practice15 minutes

   Students work alone on Source 4, the report of the captain in charge of the next section of the route. They answer Quiz Questions 9-13, then write two sentences: "Daley's job was ____, so his report includes ____ but leaves out ____."

   1Sir: I hereby report that in carrying out General Order No. 15, dated March 1, 1913, making details for March 3, 1913, I was detailed, with 2 sergeants, 26 privates, and 40 specials, to take command of that section of Pennsylvania Avenue NW. between Four-and-a-half and Seventh Streets NW., with instructions to keep that portion of the Avenue clear of all intrusions, as heretofore directed, and insure the marchers every security against embarrassment, which was done. At 2.30 p. m. the Avenue was cleared of all vehicular travel and the intersecting streets (Four-and-a-half and Sixth Streets) were roped off and the pedestrians put behind the ropes. On both sides of Pennsylvania Avenue NW. the people were ordered behind the ropes on the sidewalk, and from Four-and-a-half to Seventh Streets NW. the Avenue was clear. At about 3.30 p. m. the suffragettes' parade arrived at Four-and-a-half Street NW. going west, and during the time the parade was passing over the territory I had charge of they were afforded every protection possible, and there was no obstruction to the line of march until it passed out of my territory. About the time the parade passed out of my territory I noticed that the Avenue was becoming unpassable on account of the large gathering of people from the direction of the Treasury Building. In regard to insulting language toward the marchers, I desire to state that I nor none of my detail heard any indecent language used toward them, nor any ungentlemanly conduct toward the ladies seated on the floats. After the parade passed out of the territory over which I had charge I was ordered to take my detail to the Ellipse and report to Inspector R. B. Boyle, which I did, and was relieved by the said inspector.

5. Closure5-10 minutes

   Exit ticket. On an index card: "One source about the 1913 parade is ____. Its creator was ____ and was standing ____. Because of that, the source tells us ____ but not ____."

   Teacher notes. The sources use the words of 1913, such as "suffragettes," "the ladies" and "specials" (special policemen hired for the day). Upton's full testimony goes on, just after this excerpt, to mention drunken men in the crowd, and other parts of the hearings describe rough and insulting treatment of marchers. Preview the full hearings before assigning any more of them. Keep the discussion on why each source contains what it does; students do not need to decide who was lying. Source 5, for homework, is a short report and a few lines of the hearing that followed it.

   1Sir: Reference to telephone message this date to report what instructions were given on March 3 to protect the parade, etc., I have the honor to report as follows:

   2Instructions given to me and transmitted to my men were to use every effort to keep the line of march open and to see that there was no insulting remarks used to those in line. This was accomplished as far as my section was concerned; that is, Second and Pennsylvania Avenue to Garfield Statue. Instructions were to protect the rear of the parade when passed Garfield Statue and flank it. This was done as far as the rear was concerned, but I was unable to flank parade on Pennsylvania Avenue from Four-and-a-half Street to Fifteenth Street NW. on account of the immense crowd in the street. As to attempt to open street, some would have been injured or crushed on account of so many women and children in the crowd.

   [...]

   3This goes to show, Mr. Chairman, this gentleman interpreted the orders he received correctly.

   4The Chairman. There does not seem to be very much complaint in reference to conditions around Garfield Monument and the Peace Monument up to Four-and-a-half Street.

   5Maj. Sylvester. Yes, sir; but what I am endeavoring there to show is that there was a proper understanding of orders. At least, it is so stated here.

   6The Chairman. Apparently, from the testimony, the orders were carried out there, but not from Four-and-a-half Street on.

   7Maj. Sylvester. Yes.

   8The Chairman. I should like to hear some of those reports from Four-and-a-half Street on.

   9Maj. Sylvester. This would indicate, however, that he had orders.

   10The Chairman. And that he carried them out?

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   A historian says that a source's information was influenced by its creator's perspective. What does that mean?

   AThe source must be false, so a historian should not use it BOnly the creator's feelings appear in it, never any facts CThe creator's job and place shaped what they noticed and wrote DThe source was written many years after the event it tells about

2. Question 2 of 20 · Multiple Choice

   In Source 1, paragraph 1, what does Sylvester say happened even though people on the sidewalks "were packed closely to the building walls"?

   AThe street cars kept running down the Avenue BOthers got beyond the ropes CThe marchers cut the cables along the route DThe police left the Avenue at 2.30 p. m.

3. Question 3 of 20 · Multiple Choice

   Source 1, paragraph 5, says no complaints "of any loss of consequence were reported." What kind of information does this sentence leave out?

   AWhether anyone was killed or badly injured BWhich hotel the broken cable was in front of CHow many police were employed along the route DWhat marchers went through in the crowd

4. Question 4 of 20 · Multiple Choice

   Why might Sylvester include the facts in Source 1, paragraph 6, about the size of the police force?

   ATo show the force was small, which helps explain the problems BTo ask the marchers' groups to pay for more police officers CTo prove that the parade had been canceled early DTo report how many of the officers were hurt that afternoon

5. Question 5 of 20 · Multiple Choice

   In Source 1, paragraph 8, why does Sylvester say "extraordinary force could not, of course, be used"?

   AThe President-elect had ordered the police not to act BThe marchers had asked the police to stay out of the way CThe crowd was mainly women and children, with babies DThe police had no automobiles left to use on the route

6. Question 6 of 20 · Multiple Choice

   Upton says she "really paid more attention to him than I did to some other things" (Source 2, paragraph 4). Why does this matter to a historian?

   AIt shows she was not really marching in the parade BIt shows a limit on what she may have noticed CIt proves that the boy's banner caused the crowding DIt shows she wanted the boy to testify in her place

7. Question 7 of 20 · Multiple Choice

   In Source 2, paragraph 6, which detail shows Upton was thinking about the safety of the people marching with her?

   A"the names of the five Presidents from Ohio" B"men I should say between 21 and 28" C"and some women" D"two or three elderly people"

8. Question 8 of 20 · Multiple Choice

   Upton says, "There has been some talk about baby carriages. I did not see any" (Source 2, paragraph 8). Which source on this page contains the claim she seems to be answering?

   ASource 1, by Sylvester BSource 3, by Lt. Duvall CSource 4, by Capt. Daley DNone of the sources

9. Question 9 of 20 · Multiple Choice

   According to Source 4, about when did the parade reach Four-and-a-half Street?

   AAt about 12.30 p. m. BAt about 2.30 p. m. CAt about 2.55 p. m. DAt about 3.30 p. m.

10. Question 10 of 20 · Multiple Choice

    Daley says his orders to keep the Avenue clear were carried out, "which was done." Who was the audience for his report, and how might that shape it?

    AThe marchers; he wanted to apologize to them BHis commander; he wanted to show he obeyed orders CA newspaper; he wanted the story on the front page DThe President-elect; he wanted to be promoted

11. Question 11 of 20 · Multiple Choice

    Where does Daley say the people came from who made the Avenue "unpassable" after the parade left his section?

    AFrom the Capitol grounds BFrom the street cars stopped at Sixth Street CFrom the direction of the Treasury Building DFrom the floats at the very end of the parade

12. Question 12 of 20 · Multiple Choice

    Why might Daley include a sentence about "insulting language toward the marchers"?

    AHe was answering complaints that marchers had been insulted BHe wanted to list the insults he had heard himself CHe wanted the Senate to know the marchers had insulted his men DHe was reporting that insults happened only near the floats

13. Question 13 of 20 · Multiple Choice

    Sources 3 and 4 were both written on March 5 by officers to their commander. What information do both leave out?

    AThe times when their sections were cleared BThe number of men in their commands CThe streets that marked their sections DHow the marchers felt during the march

14. Question 14 of 20 · Multiple Choice

    Which question would best explain why Sources 1, 3 and 4 say more about orders and plans than about what marchers went through?

    AWhat were the creators' jobs, and who asked them to write? BHow many words long is each source, and which is longest? CWhich of the three sources uses the most numbers and times? DWere all three of the sources printed in the same book?

15. Question 15 of 20 · Short Answer

    Duvall (Source 3) describes the spectators as mostly women and children. Upton (Source 2) describes them differently. Quote both, then explain how each creator's position could lead to a different description.

    Show model answer

16. Question 16 of 20 · Short Answer

    Daley says there was "no obstruction to the line of march" in his section, from Four-and-a-half to Seventh Street (Source 4). Upton describes the same stretch in Source 2. Compare the two, and give two reasons based on perspective why they differ.

    Show model answer

17. Question 17 of 20 · Short Answer

    Duvall had 2 sergeants, 30 privates and 40 special policemen. Daley had 2 sergeants, 26 privates and 40 specials. How many men did each have? Why would officers put these numbers in reports to their commander?

    Show model answer

18. Question 18 of 20 · Short Answer

    Sylvester says "the only real crowd that massed" was where the cable broke near Fourteenth Street (Source 1, paragraph 3). Explain how Daley's report (Source 4) could support this claim and how Upton's testimony (Source 2) challenges it.

    Show model answer

19. Question 19 of 20 · Short Answer

    Upton's testimony was spoken in answer to the chairman's questions. Using paragraphs 1, 5 and 7 of Source 2, explain how the questions could shape what information is in her source.

    Show model answer

20. Question 20 of 20 · Short Answer

    In 4-5 sentences, explain how the creators' perspectives influenced what information is available in Sources 1-4. Use at least three sources.

    Show model answer

These standards connect to D2.His.6.6-8: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.