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RH.11-12.6Common CoreELALiteracy in History/Social StudiesGrades 11-12

RH.11-12.6: Evaluating Authors' Differing Points of View Through Claims, Reasoning and Evidence

In plain English: RH.11-12.6 is the Common Core literacy standard for history that asks students in grades 11-12 to evaluate authors' differing points of view on the same historical event or issue by assessing each author's claims, reasoning and evidence. The key idea is that a judgment between two accounts rests on how well each argument is built, not on which side a reader prefers. It is usually taught in U.S. History or Government.

Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

Common Core State Standards for English Language Arts & Literacy · Domain: Reading Standards for Literacy in History/Social Studies 6-12 · Cluster: Craft and Structure · Official standard

01

Lesson Plan

60-75 min

Overview

Students evaluate two authors' differing points of view on one historical issue by assessing each author's claims, reasoning and evidence. A claim is what an author asserts; reasoning is how the author gets from facts or principles to the claim; evidence is what the author offers as proof, judged by where it comes from, how specific it is, when it was gathered and whether it answers the other side. The lesson gives students a three-part audit for each author and a final question: on which part of the issue is each point of view better supported, and why?

The issue is President Grover Cleveland's decision to send federal troops to Chicago during the Pullman strike and railway boycott of 1894. The workers of the Pullman Palace Car Company struck on May 11, 1894, after a cut in wages; on June 26, the American Railway Union, led by Eugene V. Debs, told its members to stop handling Pullman cars, and rail traffic was disrupted across much of the country. Governor John P. Altgeld of Illinois, a Democrat like Cleveland, protested that the troops were not needed; Cleveland answered that federal law and federal duties required them. Students read Altgeld's letter of July 5, 1894, and Cleveland's account of the affair, published in 1904. The quiz adds a report by the army's commander in Chicago and a passage by W. F. Burns, a railroad man who wrote a history of the strike from the workers' side in 1894.

Learning Objectives

By the end of this lesson, students will be able to:

  • State each author's central claim precisely, noting how strong or qualified it is and which part of the issue (legal authority or need) it addresses
  • Assess each author's reasoning, naming the kind of inference or principle it depends on and where it is strong or weak
  • Assess each author's evidence by its source, specificity, timing and relevance, and note what evidence each author leaves out or dismisses
  • Write a supported judgment on which point of view is better supported on each part of the issue, quoting both authors

Prior Knowledge Required

Students should already be comfortable with:

  • Comparing two authors' points of view through the details each includes and emphasizes RH.9-10.6
  • Assessing the extent to which reasoning and evidence support an author's claims RH.9-10.8
  • Citing strong and thorough textual evidence from primary sources, with paragraph numbers RH.11-12.1
  • Basic background: the federal system divides power between the national government and the states; governors command their state's militia (the National Guard), and the President commands the United States Army

Lesson Procedure

60-75 minutes of class time across 5 phases.

  1. Warm-Up5-10 minutes

    Read the prompt aloud and give students three minutes to write.

    Warm-Up Prompt

    "A district announces that it will send its own security officers to a school dance. The principal objects: 'We have eight trained chaperones, nobody here asked for help, and your officers can do nothing ours cannot.' The district replies: 'District property and district buses are involved, and our rules let us protect them without anyone's request.' What is each side's claim? Which argument is about need and which is about authority? What evidence would settle each one?"

    Collect answers. Students usually notice that the two sides are partly talking past each other: the principal argues that help is not needed, the district that it has the right to act. Name the skill: to evaluate differing points of view, a reader separates each author's claims, tests the reasoning that connects them to evidence or principles, and weighs the evidence itself. RH.11-12.6 asks students to reach a judgment this way, not by choosing the side they like. The lesson's two authors disagreed in almost exactly these terms in July 1894.

  2. Direct Instruction20 minutes

    Part 1: The audit. Show the table. Students copy the three parts and their test questions onto their audit sheet, one column per author.

    A three-part audit for evaluating an author's point of view
    PartQuestions to askWarning signs
    ClaimWhat exactly is asserted? How strong is it ("entirely," "probably")? Is it about facts, law or motives?A claim that shifts between facts and principle; a claim about motives with no support
    ReasoningWhat connects the evidence or principle to the claim? Would the conclusion follow if the evidence were true?Arguing from an absence ("no one asked"); dismissing the other side instead of answering it
    EvidenceWho supplied it, and what stake did they have? Is it specific and checkable? When was it gathered? Does it answer the other side's evidence?Unnamed places and people; "abundant proof" with no details; evidence gathered after the decision it defends

    Part 2: The two letters. Read T1, the first six paragraphs of Altgeld's telegram-letter of July 5 as the labor historian W. F. Burns printed it in 1894, then T2, Cleveland's account of the same letter and his reply, from an essay he published in 1904. A "marshall" (Burns's spelling) is a United States marshal, the officer who carries out the orders of a federal court; Illinois had two federal court districts, northern (Chicago) and southern. Students mark claims in one color, reasoning in a second and evidence in a third. Work the three examples, then show Diagram 2.

    "Dear Sir:—I am advised that you have ordered federal troops to go into service in the state of Illinois. Surely the facts have not been correctly presented to you in this case or you would not have taken this step, for it is entirely unnecessary and as it seems to me unjustifiable. Waiving all question of courtesy I will say that the state of Illinois is not only able to take care of itself, but it stands ready to-day to furnish the federal government any assistance it may need elsewhere.

    "Our military force is ample and consists of as good soldiers as can be found in the country. They have been ordered promptly, whenever and wherever they were needed. We have stationed in Chicago alone three regiments of infantry, one battery and one troop of cavalry, and no better soldiers can be found. They have been ready every moment to go on duty and have been and are now eager to go into service.

    "But they have not been ordered out because nobody in Cook county, whether official or private citizen, asked to have their assistance or even intimated in any way that their assistance was desired or necessary.

    "So far as I have been advised the local officials have been able to handle the situation, but if any assistance were needed the state stood ready to furnish 100 men for every one man required, and stood ready to do so at a moment's notice. Notwithstanding these facts the federal government has been applied to by men who had political and selfish motives for wanting to ignore the state government.

    "We have just gone through a long coal strike more extensive here than in any other state because our soft coal fields are larger than that of any other state. We have now had ten days of the railroad strike, and we have promptly furnished military aid wherever the local officials needed it. In two instances the United States marshall for the southern district of Illinois applied for assistance to enable him to enforce the processes of the United States court and troops were promptly furnished him, and he was assisted in every way he desired. The law has been thoroughly executed and every man guilty of violating it during the strike has been brought to justice.

    "If the marshall of the northern district of Illinois or the authorities of Cook county needed military assistance they had but to ask for it in order to get it from the state.

    John P. Altgeld, as printed by W. F. Burns, Governor John P. Altgeld to President Grover Cleveland, July 5, 1894: the first six paragraphs of the letter (1894). Public domain (published 1894). Source text.

    I must not fail to mention here as part of the history of this perplexing affair, a contribution made by the governor of Illinois to its annoyances. This official not only refused to regard the riotous disturbances within the borders of his State as a sufficient cause for an application to the Federal Government for its protection “against domestic violence” under the mandate of the Constitution, but he actually protested against the presence of Federal troops sent into the State upon the general Government’s own initiative and for the purpose of defending itself in the exercise of its well-defined legitimate functions.

    On the fifth day of July, twenty-four hours after our soldiers had been brought to the city of Chicago, pursuant to the order of July 3d, I received a long despatch from Governor Altgeld, beginning as follows:

    I am advised that you have ordered Federal troops to go into service in the State of Illinois. Surely the facts have not been correctly presented to you in this case or you would not have taken the step; for it is entirely unnecessary and, as it seems to me, unjustifiable. Waiving all question of courtesy, I will say that the State of Illinois is not only able to take care of itself, but it stands ready to-day to furnish the Federal Government any assistance it may need elsewhere.

    This opening sentence was followed by a lengthy statement which so far missed actual conditions as to appear irrelevant and, in some parts, absolutely frivolous.

    This remarkable despatch closed with the following words:

    As Governor of the State of Illinois, I protest against this and ask the immediate withdrawal of Federal troops from active duty in this State. Should the situation at any time get so serious that we cannot control it with the State forces, we will promptly and freely ask for Federal assistance; but until such time I protest with all due deference against this uncalled-for reflection upon our people, and again ask for the immediate withdrawal of these troops.

    Immediately upon the receipt of this communication, I sent to Governor Altgeld the following reply:

    Federal troops were sent to Chicago in strict accordance with the Constitution and the laws of the United States, upon the demand of the Post-Office Department that obstructions of the mails should be removed, and upon the representation of the judicial officers of the United States that process of the Federal courts could not be executed through the ordinary means, and upon abundant proof that conspiracies existed against commerce between the States. To meet these conditions, which are clearly within the province of Federal authority, the presence of Federal troops in the city of Chicago was deemed not only proper but necessary; and there has been no intention of thereby interfering with the plain duty of the local authorities to preserve the peace of the city.

    Grover Cleveland, Grover Cleveland, "The Government in the Chicago Strike of 1894": how Cleveland reported the governor's protest and his reply (eight consecutive paragraphs) (1904). Public domain (published 1904). Source text.
    • Two claims that answer different questions (T1 paragraph 1, T2 paragraph 8)

      Altgeld: the order "is entirely unnecessary and as it seems to me unjustifiable." Cleveland: "Federal troops were sent to Chicago in strict accordance with the Constitution and the laws of the United States" and "the presence of Federal troops in the city of Chicago was deemed not only proper but necessary."

      Result: Altgeld's main claim is about need, and he hedges the legal part ("as it seems to me unjustifiable"). Cleveland's main claim is about legal authority, stated without a hedge, and he adds need in a passive phrase ("was deemed ... necessary") that does not say who judged. Evaluation starts by splitting the issue: on authority, the question is whose reading of the law is stronger; on need, the question is whose evidence is stronger. A student who writes "Altgeld is right" or "Cleveland is right" without saying about what has not yet evaluated anything.

    • Reasoning from an absence (T1 paragraphs 3 and 6)

      Altgeld: the state troops "have not been ordered out because nobody in Cook county, whether official or private citizen, asked to have their assistance"; and "If the marshall of the northern district of Illinois or the authorities of Cook county needed military assistance they had but to ask for it."

      Result: The evidence (no one asked the state) is probably accurate, but the reasoning is weak: it shows that no one asked the governor, not that no help was needed. The marshal of the northern district, the Chicago district, did ask for help; he asked Washington instead (T4). Altgeld's reasoning is stronger where he uses his own record: twice the state promptly sent troops to the marshal of the southern district (paragraph 5), which is specific evidence that the state would help a federal officer who asked.

    • Evidence named but not given, and an opponent dismissed (T2 paragraphs 4 and 8)

      Cleveland's reply cites "the demand of the Post-Office Department," "the representation of the judicial officers of the United States" and "abundant proof that conspiracies existed against commerce between the States." In 1904 he calls the middle of Altgeld's letter "a lengthy statement which so far missed actual conditions as to appear irrelevant and, in some parts, absolutely frivolous."

      Result: The reply names three sources, which lets a reader judge who stood behind the decision, but it gives none of their facts, so in July 1894 Altgeld could not test them. The 1904 essay quotes only the opening and the close of Altgeld's letter and labels the rest instead of answering it; T1 shows that the skipped paragraphs contain his most specific evidence (the regiments in Chicago, the coal strike, the southern-district marshal). Dismissal is a reasoning move, not a rebuttal, and it lowers the weight of Cleveland's judgment of Altgeld, though not necessarily of his decision.

  3. Guided Practice15 minutes

    Now test the evidence on the ground. T3 is the next part of Altgeld's letter, with his two examples. T4 is the evidence Cleveland published in 1904: the letter of Edwin Walker, the special counsel appointed by Attorney-General Richard Olney to help the district attorney; Olney's reply; and the telegram of J. W. Arnold, the United States marshal at Chicago, endorsed by Judge P. S. Grosscup and the government's attorneys. To ditch a train is to run it off the track. Pairs fill a second audit sheet for T3 and T4 before the class works the examples.

    "At present some of our railroads are paralyzed, not by reason of obstruction but because they cannot get men to operate their trains. For some reason they are anxious to keep this fact from the public and for this purpose are making an outcry about obstructions in order to avert attention. Now, I will cite to you two examples which illustrate the situation: Some days ago I was advised that the business of one of our railroads was obstructed at two railroad centers, that there was a condition bordering on anarchy there—and I was asked to furnish protection so as to enable the employees of the road to operate the trains. Troops were promptly ordered to both points. Then it transpired that the company had not sufficient men on its line to operate one train. All the old hands were orderly but refused to go. The company had large shops in which worked a number of men who did not belong to the railway union and who could run an engine. They were appealed to to run the train but flatly refused to do so. We were obliged to hunt up soldiers who could run an engine and operate a train.

    "Again two days ago appeals which were almost frantic came from officials of another road stating that at an important point on their line trains were forcibly obstructed and that there was a reign of anarchy at that place and they asked for protection so that they could move their trains. Troops were put on the ground in a few hours' time, when the officer in command telegraphed me that there was no trouble and had been none at that point, but the road seemed to have no men to run the trains and the sheriff wired that he did not need troops, but would himself move every train if the company would only furnish an engineer. The result was that the troops were there over twelve hours before a single train was moved although there was no attempt at interference by anyone. It is true that in several instances a road made an effort to work a few green men and a crowd standing around insulted them and tried to drive them away, and in a few other instances they cut off Pullman sleepers from trains. But all these troubles were local in character and could easily be handled by the state authorities. Illinois has more railroad men than any state in the Union, but as a rule they are orderly and well behaved. This is shown by the fact that so very little actual violence has been committed. Only a very small per cent of these men have been guilty of any infractions of the law. The newspaper accounts have in many cases been pure fabrications and in others wild exaggerations.

    John P. Altgeld, as printed by W. F. Burns, Governor John P. Altgeld to President Grover Cleveland, July 5, 1894: paragraphs 7-8 of the letter (the two examples) (1894). Public domain (published 1894). Source text.

    On the morning of the next day, July 3, the Attorney-General received a letter from Mr. Walker, the special counsel, in which, after referring to the issuance of the injunctions and setting forth that the marshal was engaged in serving them, he wrote:

    I do not believe that the marshal and his deputies can protect the railroad companies in moving their trains, either freight or passenger, including, of course, the trains carrying United States mails. Possibly, however, the service of the writ of injunction will have a restraining influence upon Debs and other officers of the association. If it does not, from present appearances, I think it is the opinion of all that the orders of the court cannot be enforced except by the aid of the regular army.

    Thereupon the Attorney-General immediately sent this despatch to the district attorney:

    I trust use of United States troops will not be necessary. If it becomes necessary, they will be used promptly and decisively upon the justifying facts being certified to me. In such case, if practicable, let Walker and the marshal and United States judge join in statement as to the exigency.

    A few hours afterward the following urgent and decisive despatch from the marshal, endorsed by a judge of the United States court and the district attorney and special counsel, was received by the Attorney-General.

    CHICAGO, ILL., July 3, 1894.

    Hon. RICHARD OLNEY, Attorney-General, Washington, D. C.:

    When the injunction was granted yesterday, a mob of from two to three thousand held possession of a point in the city near the crossing of the Rock Island by other roads, where they had already ditched a mail-train, and prevented the passing of any trains, whether mail or otherwise. I read the injunction writ to this mob and commanded them to disperse. The reading of the writ met with no response except jeers and hoots. Shortly after, the mob threw a number of baggage-cars across the track, since when no mail-train has been able to move. I am unable to disperse the mob, clear the tracks, or arrest the men who were engaged in the acts named, and believe that no force less than the regular troops of the United States can procure the passage of the mail-trains, or enforce the orders of the courts. I believe people engaged in trades are quitting employment to-day, and in my opinion will be joining the mob to-night and especially to-morrow; and it is my judgment that the troops should be here at the earliest moment. An emergency has arisen for their presence in this city.

    J. W. ARNOLD, United States Marshal.

    We have read the foregoing, and from that information, and other information that has come to us, believe that an emergency exists for the immediate presence of United States troops.

    P. S. GROSSCUP, Judge. EDWIN WALKER, THOMAS E. MILCHIST, Attys.

    Grover Cleveland, quoting Edwin Walker, Richard Olney and J. W. Arnold, Grover Cleveland, "The Government in the Chicago Strike of 1894": the reports of July 3, 1894 (eleven consecutive paragraphs, including the marshal's telegram) (1904). Public domain (published 1904). Source text.
    • Two kinds of firsthand evidence (T3 paragraphs 1-2, T4 paragraph 8)

      Altgeld: "one of our railroads was obstructed at two railroad centers"; at "another road," "the officer in command telegraphed me that there was no trouble and had been none at that point." Arnold: "a mob of from two to three thousand held possession of a point in the city near the crossing of the Rock Island by other roads, where they had already ditched a mail-train"; "I am unable to disperse the mob."

      Result: Both authors rely on officials' reports, but they differ in specificity. Altgeld never names the railroads, the places or the officer, so a reader cannot check his examples, and they are not said to be in Chicago. Arnold names the place, gives a number and describes acts (a ditched mail train, baggage cars thrown across the track), and a federal judge endorsed his report. His evidence is stronger on the narrow question of Chicago on July 3. Its limit is its source: the marshal and the endorsing attorneys were the officials asking for troops, and the estimate "from two to three thousand" was his own.

    • Timing and hindsight (T4 paragraphs 1-5, Diagram 1)

      Walker, July 3: "Possibly, however, the service of the writ of injunction will have a restraining influence upon Debs." Olney: "I trust use of United States troops will not be necessary." The marshal's telegram arrived "A few hours afterward," and the order for troops followed on the same day.

      Result: Evidence gathered before a decision can justify it; evidence gathered after cannot, though it can show whether the decision proved wise. T4 was in Washington's hands before the order, so it is fair evidence for the decision, and Walker's and Olney's doubts make the record look cautious rather than eager. But Cleveland chose these documents in 1904, after the courts had ruled for the government, so the selection itself is part of his argument.

  4. Independent Practice15-20 minutes

    Students read T5 and T6 and complete an audit sheet for each, then take the quiz, which uses T5 and T6 with T1-T4. T5 is from Cleveland's essay: a sentence from General John M. Schofield, commander of the army, and the report of General Nelson A. Miles, who commanded the troops in Chicago, on July 6. T6 is from W. F. Burns's history of the strike, published in 1894: "the managers" are the General Managers' Association of the railroads centering in Chicago; "Milchrist" is the United States district attorney; "Bissel" is Postmaster-General Wilson S. Bissell; and "Fuller of the supreme bench" is Chief Justice Melville W. Fuller.

    In view of the situation as reported by General Miles, a despatch was sent to him by General Schofield directing him to concentrate his troops in order that they might act more effectively in the execution of orders theretofore given, and in the protection of United States property. This despatch concluded as follows:

    The mere preservation of peace and good order in the city is, of course, the province of the city and state authorities.

    The situation on the sixth day of July was thus described in a despatch sent in the afternoon of that day by General Miles to the Secretary of War:

    In answer to your telegram, I report the following: Mayor Hopkins last night issued a proclamation prohibiting riotous assemblies and directing the police to stop people from molesting railway communication. Governor Altgeld has ordered General Wheeler’s brigade on duty in Chicago to support the Mayor’s authority. So far, there have been no large mobs like the one of yesterday, which moved from 51st Street to 18th Street before it dispersed. The lawlessness has been along the line of the railways, destroying and burning more than one hundred cars and railway buildings, and obstructing transportation in various ways, even to the extent of cutting telegraph lines. United States troops have dispersed mobs at 51st Street, Kensington, and a company of infantry is moving along the Rock Island to support a body of United States marshals in making arrests for violating the injunction of the United States court. Of the twenty-three roads centering in Chicago, only six are unobstructed in freight, passenger, and mail transportation. Thirteen are at present entirely obstructed, and ten are running only mail- and passenger-trains. Large numbers of trains moving in and out of the city have been stoned and fired upon by mobs, and one engineer killed. There was a secret meeting to-day of Debs and the representatives of labor unions considering the advisability of a general strike of all labor unions. About one hundred men were present at that meeting. The result is not yet known. United States troops are at the stock-yards, Kensington, Blue Island, crossing of 51st Street, and have been moving along some of the lines: the balance, eight companies of infantry, battery of artillery, and one troop of cavalry, are camped on Lake Front Park, ready for any emergency and to protect Government buildings and property. It is learned from the Fire Department, City Hall, that a party of strikers has been going through the vicinity from 14th to 41st streets and Stewart Avenue freight-yards, throwing gasoline on freight-cars all through that section. Captain Ford, of the Fire Department, was badly stoned this morning. Troops have just dispersed a mob of incendiaries on Fort Wayne tracks, near 51st Street, and fires that were started have been suppressed. Mob just captured mail-train at 47th Street, and troops sent to disperse them.

    Grover Cleveland, quoting General John M. Schofield and General Nelson A. Miles, Grover Cleveland, "The Government in the Chicago Strike of 1894": General Miles's report of July 6, 1894 (four consecutive paragraphs) (1904). Public domain (published 1904). Source text.

    The managers wired Olney to name Edwin Walker, who is attorney for the Milwaukee road as special solicitor for the government, to take measures against the strikers as they had no confidence in Milchrist.

    He seemed weak, his term was soon to expire and he seemed inclined to avoid harsh measures ablest with the men. They wanted Walker, he was the corporation attorney in the country; he had been cradled by, and grown up at the knee of corporations; he was their body and soul in the life and death struggle with their employes.

    They urged Olney to clothe Walker with the special United States authority to better protect them and overthrow the strike. By thus making the railway attorney Walker solicitor for the United States, the control of government power could be placed in the hands of the corporations to wield against the men. Walker was appointed by Olney and placed in control over Milchrist in the affairs of the strike. Mr. Walker was known personally by Olney, and Olney is at the present time one of the counsels of the Santa Fe and Chicago, Burlington and Quincy, and said to be a director of the latter road. He has been for years intimate with Mr. Walker, who, by the way, is a hot favorite of Fuller of the supreme bench. There was, therefore a dozen good reasons for this selection, which addressed themselves to Mr. Olney, who is in this not as a cabinet officer, but as a friend and director of railway corporations, and he therefore precipitately granted the request of the general managers. Bissel, also a railroad director, shows Olney's anxiety to come to the back of the roads. (The truth of the above correspondence could not be denied.) In this way the entire available force of troops at Ft. Sheridan, including infantry, cavalry and artillery was ordered out by the President of the United States to assist the railroad managers against the people. Such was the attitude of this government "of the people, by the people, and for the people" against the people.

    W. F. Burns, W. F. Burns, The Pullman Boycott, chapter V, "The Federal Government Sides with the Managers" (three consecutive paragraphs; the third ends mid-paragraph) (1894). Public domain (published 1894). Source text.
  5. Closure5-10 minutes

    Exit ticket: On an index card, finish two sentences: "On whether the President had the legal authority, the better-supported view is ___ because ___." "On whether the troops were needed on July 3, the better-supported view is ___ because ___." Each blank after "because" must name a claim, a piece of reasoning or a piece of evidence.

    Teacher note on the sources and their language: The passages are quoted exactly as printed in 1894 and 1904. Burns wrote as a partisan of the strikers and says so in his introduction; T6 contains sharp language about the railroad "corporations" and their lawyers but no slurs, and no passage on this page contains a slur. In T7, Altgeld's letter dates the statute to "1881," and the year is the same in Burns's printing and in Altgeld's own collection, Live Questions (1899), so it is not Burns's misprint. The provision Altgeld means (Section 5298, quoted in T8, today 10 U.S.C. 252) comes from an act of Congress of July 29, 1861, at the start of the Civil War, which fits his phrase "in reality a war measure"; "1881" appears to be a slip for 1861 in the letter itself. On the outcome: the troops left Chicago on July 20, 1894, and in 1895 the Supreme Court upheld the contempt conviction of Debs in In re Debs, the case Cleveland describes at the end of his essay. Burns's charge that Olney and Walker were railroad men is partly confirmed by other records: Olney had been a railroad lawyer and director before joining the cabinet, and Walker was a railroad attorney. Students should still judge T6 by the evidence Burns himself gives.

    Homework passages. The legal argument of Altgeld's letter (T7) and Cleveland's statement of the law (T8), used for the homework problems.

    "I have gone thus into details to show that it is not soldiers that the railroads need so much as it is men to operate trains, and that the conditions do not exist here which bring the cause within the federal statutes, a statute that was passed in 1881, and was in reality a war measure. This statute authorizes the use of federal troops in a state where ever it is impracticable to enforce the laws of the United States within such states by the ordinary judicial proceedings. Such a condition does not exist in the state of Illinois. There have been a few local disturbances but nothing that seriously interfered with the administration of justice or that could not easily be controlled by the local or state authorities for the federal troops can do nothing that the state troops cannot do.

    "I repeat that you have been imposed upon in this matter, but even if by a forced construction it were held that the condition here came within the letter of the statute, then I submit that local self government is a fundamental principle of our constitution. Each community shall govern itself so long as it can and is ready and able to enforce the law, and it is in harmony with this fundamental principle that the statute authorizing the president to send troops into states must be construed. Especially is this so in matters relating to the exercise of the police power and the preservation of law and order. To absolutely ignore a local government in matters of this kind, when the local government is ready to furnish assistance needed and is amply able to enforce the law, not only insults the people of this state by imputing to them an inability to govern themselves or an unwillingness to enforce the law, but is in violation of a basic principle of our institutions.

    "The question of federal supremacy is in no way involved; no one disputes it for a moment but under our constitution federal supremacy and local self government must go hand in hand and to ignore the latter is to do violence to the constitution.

    John P. Altgeld, as printed by W. F. Burns, Governor John P. Altgeld to President Grover Cleveland, July 5, 1894: paragraphs 9-11 of the letter (the legal argument) (1894). Public domain (published 1894). Source text.

    The Constitution requires that the United States shall protect each of the States against invasion, “and on application of the legislature, or of the executive (when the legislature cannot be convened), against domestic violence.” There was plenty of domestic violence in the city of Chicago and in the State of Illinois during the early days of July, 1894; but no application was made to the Federal Government for assistance. It was probably a very fortunate circumstance that the presence of United States soldiers in Chicago at that time did not depend upon the request or desire of Governor Altgeld.

    Section 5298 of the Revised Statutes of the United States provides: “Whenever, by reason of unlawful obstructions, combinations or assemblages of persons, or rebellion against the authority of the United States, it shall become impracticable in the judgment of the President to enforce, by the ordinary course of judicial proceedings, the laws of the United States within any State or Territory, it shall be lawful for the President to call forth the militia of any or all of the States, and to employ such parts of the land or naval forces of the United States as he may deem necessary to enforce the faithful execution of the laws of the United States, or to suppress such rebellion, in whatever State or Territory thereof the laws of the United States may be forcibly opposed, or the execution thereof be forcibly obstructed”; and Section 5299 provides: “Whenever any insurrection, domestic violence, unlawful combinations or conspiracies in any State ... opposes or obstructs the laws of the United States, or the due execution thereof, or impedes or obstructs the due course of justice under the same, it shall be lawful for the President, and it shall be his duty, to take such measures, by the employment of the militia, or the land and naval forces of the United States, or of either, or by other means as he may deem necessary, for the suppression of such insurrection, domestic violence or combinations.”

    Grover Cleveland, Grover Cleveland, "The Government in the Chicago Strike of 1894": the Constitution and the statutes (two consecutive paragraphs) (1904). Public domain (published 1904). Source text.

Differentiation Strategies

For Struggling Students

  • Give an audit sheet with the claim already filled in for each author and a bank of reasoning types (from a principle, from an example, from an absence, from motive, dismissal) to choose from
  • Pre-teach six terms with one sentence each: injunction, United States marshal, district attorney, militia, interstate commerce, statute
  • Have students first sort ten quotations from T1-T4 into claim, reasoning and evidence before they write any evaluation

For Advanced Students

  • Read Altgeld's second telegram of July 6 and Cleveland's reply (quoted in part in Cleveland's essay) and decide whether the second exchange changed either argument
  • Read the Supreme Court's opinion in In re Debs (1895) and explain which of Cleveland's claims it supports and which it leaves open
  • Compare this dispute with a later one over federal troops in a state, such as the Little Rock crisis of 1957, and evaluate whether the same audit questions decide it

Assessment Guidance

What to Look For

Strong work separates the issue into its parts (legal authority, need, motives), states each author's claim on a part precisely, names the reasoning that supports it, and weighs the evidence by source, specificity, timing and relevance, before giving a judgment in the form "On X, A's view is better supported because ...". Watch for three errors: judging by the author's position or reputation ("the President would know") instead of the argument; treating any quoted document as strong evidence without asking who wrote it and when; and summarizing both arguments without ever deciding. Strong answers also acknowledge what the stronger side leaves unanswered.

02

Classroom Activities

3 Activities

1

Claim, Reasoning, Evidence Audit

20 minGroups of 3

Each group audits T1 and T2 on one sheet with two columns, Altgeld and Cleveland, and three rows, claim, reasoning and evidence. Each student leads one row. The group then rates each row strong, mixed or weak and writes one sentence of justification with a quotation.

Procedure

  • Write each author's central claim in your own words, then copy the words that state it
  • Name the reasoning: from a principle, from examples, from an absence, from motive, or by dismissing the other side
  • List every piece of evidence and mark who supplied it and whether a reader could check it
  • Rate each row strong, mixed or weak, and compare your ratings with another group's

Teacher Key

  • Claims: Altgeld says the order was "entirely unnecessary" and, more cautiously, "as it seems to me unjustifiable"; Cleveland says the troops were sent "in strict accordance with the Constitution and the laws" and were "necessary"
  • Reasoning: Altgeld argues from the state's readiness and from the absence of any request (mixed: the readiness is supported, the absence proves less than he says); Cleveland argues that federal duties need no state request (strong on its own terms), but his 1904 essay dismisses the middle of Altgeld's letter without answering it
  • Evidence: Altgeld gives specific, checkable facts about the state's forces and record; Cleveland's reply names its sources and gives no details, so on July 5 his evidence was weaker to a reader, though T4 shows it existed

Discussion Questions

  • Could both authors be right, each about a different part of the issue?
  • Which row of the audit changed most when you added T4?
  • Does Altgeld's hedge, "as it seems to me," make his argument weaker or more honest?

Variation for a Shorter Class

Audit only the evidence row, using T1 paragraphs 2 and 5 and T2 paragraph 8.

2

Evidence Ranking

15 minPairs

Pairs rank ten evidence cards from T1-T4 from strongest to weakest for one question: were federal troops needed in Chicago on July 3, 1894? They must use four tests (source, specificity, timing, relevance) and write the test that decided each placement.

The Ten Evidence Cards

  1. "three regiments of infantry, one battery and one troop of cavalry" stationed in Chicago (T1 paragraph 2)
  2. "nobody in Cook county ... asked to have their assistance" (T1 paragraph 3)
  3. Troops twice sent to the marshal of the southern district (T1 paragraph 5)
  4. An unnamed railroad "obstructed at two railroad centers" that had no crews (T3 paragraph 1)
  5. An officer telegraphed "that there was no trouble and had been none at that point" (T3 paragraph 2)
  6. "The newspaper accounts have in many cases been pure fabrications" (T3 paragraph 2)
  7. "abundant proof that conspiracies existed against commerce" (T2 paragraph 8)
  8. Walker: the marshal and his deputies cannot protect the trains (T4 paragraph 2)
  9. Arnold: a mob "of from two to three thousand" near the Rock Island crossing, a ditched mail train (T4 paragraph 8)
  10. The endorsement of Arnold's telegram by a federal judge (T4 paragraph 10)

Answer Key for the Teacher

  1. Strongest on this question: cards 9 and 10 (specific, firsthand, about Chicago, gathered before the order), then card 8 (firsthand opinion, but a prediction).
  2. Relevant but indirect: cards 1 and 3 show the state could help, not that the city was quiet.
  3. Weak on this question: cards 4 and 5 (unnamed places, not said to be in Chicago), card 2 (an absence of requests), card 6 (a charge with no example) and card 7 (a claim of proof with none shown).
  4. Accept other orders if the pair names the test that decided each placement.

Discussion Questions

  • Card 9 comes from the official who wanted the troops. How much should that lower its weight?
  • Which card would change most if the question were "Did Illinois have enough soldiers?"

Modification for English Learners

Give each card with a one-line plain-English gloss, and let pairs rank with the four tests printed as symbols on a strip (who, how exact, when, about what).

3

Structured Academic Controversy

15 minGroups of 4 (two pairs)

After the quiz, one pair argues Altgeld's position and the other Cleveland's, using only T1-T4. The pairs then switch sides and argue again. Finally the four students drop their roles and write a joint judgment that treats legal authority and need as separate questions.

Procedure

  • Pair A presents Altgeld's strongest claim, reasoning and evidence in two minutes; pair B restates it until pair A agrees
  • Pair B presents Cleveland's case the same way
  • Switch sides and add one point the first pair left out
  • Write a joint judgment: one sentence on authority, one on need, one on what remains uncertain

Teacher Key

  • Judgments will differ; a strong one keeps authority and need apart and cites a text for each (T2 for Cleveland's authority, T1 paragraphs 2 and 5 for the state's readiness)
  • Each side's strongest point should appear in the judgment even if that side loses on the question
  • A good uncertainty to name: whether the troops' arrival calmed the crowds or stirred them, since T4 was written before they came

Discussion Questions

  • Was it harder to argue the side you disagreed with? Which of its points surprised you?
  • Did your group's judgment depend on who wrote the evidence or on what it said?

03

Diagrams & Visual Aids

2 diagrams

Diagram 1: Timeline of the Dispute, July 2-10, 1894

The federal troops in Chicago, July 2-10, 1894 (one step = one day) federal troops on duty (withdrawn July 20) Jul 2: courtgrants theinjunction Jul 4: troops fromFort Sheridan arrive Jul 6: Altgeld's secondtelegram; Cleveland'ssecond reply Jul 10: Debs and threeunion officers arrested Jul 3: marshal'stelegram (T4);troops ordered Jul 5: Altgeld'sprotest (T1, T3,T7); Cleveland'sreply (T2) Jul 8: Cleveland'sproclamationto disperse Cleveland’s essay (T2, T4, T5, T8) was published in 1904, ten years later.
Drawn to scale, one step per day. The marshal's telegram (T4) came before the order for troops on July 3; the soldiers arrived on July 4; Altgeld's protest and Cleveland's first reply were sent on July 5, and the second exchange followed on July 6. Dates are from Cleveland's essay and from the texts. Cleveland published his account in 1904, after the Supreme Court had upheld the government's case against Debs in 1895.

Diagram 2: Claim, Reasoning and Evidence in the Two Letters

Two arguments about the same troops, July 5, 1894 Altgeld (T1) Cleveland (T2) Claim "entirely unnecessary and as itseems to me unjustifiable" "in strict accordance with theConstitution and the laws"; "necessary" Reasoning The state is able and ready; no oneasked for state troops, so none wereneeded Mails, federal courts and interstatecommerce are federal duties, so norequest from the state is required Evidence Troops in Chicago (3 regiments, abattery, a cavalry troop); the coalstrike; aid to a federal marshal Names its sources (Post-OfficeDepartment, judicial officers) and"abundant proof," but gives no details The two letters answer different questions: Altgeld argues need, Cleveland argues authority.
A map of Altgeld's letter (T1) and Cleveland's reply (T2). Altgeld's evidence is specific and about the state's capacity; Cleveland's reply names where its evidence came from but does not give it. Cleveland later published some of that evidence in his essay (T4).

04

Homework Assignment

~30 min

RH.11-12.6 Homework: The Legal Argument

Directions: Use T7, the legal argument of Altgeld's letter, and T8, Cleveland's statement of the law, both printed in the Closure phase of the lesson plan. Use T4 and T5 where a problem names them. For every judgment, quote the words and give the text and paragraph number. Answer Problems 1-5 in 4-6 sentences each; Problem 6 is a short essay.

Part 1: Two Readings of the Law (Problems 1-3)

  1. In T7 paragraphs 1-2, Altgeld argues in two steps: first that "Such a condition does not exist in the state of Illinois," then "even if by a forced construction" it did. State each step as a claim and explain why an arguer would build a case this way. Does the second step weaken or strengthen the first?
  2. Section 5298, as Cleveland quotes it in T8 paragraph 2, allows the President to act when enforcement by ordinary judicial proceedings becomes impracticable "in the judgment of the President." Explain how these words bear on Altgeld's claim that the required conditions "do not exist here." Whose judgment does the statute make decisive?
  3. Altgeld writes that "the federal troops can do nothing that the state troops cannot do" (T7 paragraph 1). Cleveland writes that it was "a very fortunate circumstance" that the soldiers' presence "did not depend upon the request or desire of Governor Altgeld" (T8 paragraph 1). Evaluate each author's reasoning on this point. Which relies on evidence, and which on an assumption about the other man?

Part 2: Weighing the Two Views (Problems 4-6)

  1. Cleveland asserts in T8 paragraph 1 that "There was plenty of domestic violence in the city of Chicago and in the State of Illinois during the early days of July, 1894." Which evidence on this page supports that claim, and what is the limit of each piece you cite? Use T4 and T5.
  2. Altgeld calls local self-government "a fundamental principle of our constitution" (T7 paragraph 2) and says "federal supremacy and local self government must go hand in hand" (paragraph 3). Cleveland does not answer this principle in T8. Is a principle a kind of evidence? Explain how you would weigh Altgeld's principle against Cleveland's statute.
  3. Write a short essay of 200-250 words evaluating which point of view is better supported on one question only: did the President have the legal authority to send the troops without the governor's request? Assess at least one claim, one piece of reasoning and one piece of evidence from each author, and quote T7 and T8 at least twice each.

Rubric

CriterionFull Credit (2 pts)Partial Credit (1 pt)No Credit (0 pts)
ClaimsStates each author's claim precisely, including its strength and which part of the issue it addressesStates the claims looselyMisstates a claim
ReasoningNames and tests the reasoning that links evidence or principle to each claimDescribes the reasoning without testing itNo reasoning discussed
EvidenceWeighs evidence by source, specificity, timing and relevance, with quotationsQuotes evidence without weighing itNo evidence
JudgmentReaches a clear judgment on the question and acknowledges what the stronger side leaves unansweredGives a judgment without qualification or supportNo judgment

05

Quiz: 20 Questions

Interactive, with answers

Instructions

The quiz uses T5, General Miles's report as Cleveland printed it, and T6, from W. F. Burns's history of the strike, both printed in the Independent Practice phase of the lesson plan, and compares them with T1-T4. Questions ask you to assess each author's claims, reasoning and evidence, not only to find what the texts say. Your score updates as you answer, and Reset quiz clears everything so you or your students can try again.

Multiple choice: pick an option to check it. Short answer: write your answer, then reveal the model answer.

0 of 20 answered · 0 correct

  1. Question 1 of 20 · Multiple Choice

    General Schofield's despatch (T5 paragraph 2) says: "The mere preservation of peace and good order in the city is, of course, the province of the city and state authorities." How does this sentence bear on the dispute between Altgeld and Cleveland?

  2. Question 2 of 20 · Multiple Choice

    Who supplied the evidence in T5 paragraph 4, and what does that suggest about how to weigh it?

  3. Question 3 of 20 · Multiple Choice

    Miles reports that "Governor Altgeld has ordered General Wheeler's brigade on duty in Chicago to support the Mayor's authority" (T5 paragraph 4). How does this detail affect Altgeld's claim in T1 that the state "stands ready"?

  4. Question 4 of 20 · Multiple Choice

    Miles writes: "Of the twenty-three roads centering in Chicago, only six are unobstructed in freight, passenger, and mail transportation. Thirteen are at present entirely obstructed, and ten are running only mail- and passenger-trains." What should a careful reader notice about these figures?

  5. Question 5 of 20 · Multiple Choice

    Which sentence in Miles's report says openly that it passes on information from a source outside his command?

  6. Question 6 of 20 · Multiple Choice

    Miles reports "a secret meeting to-day of Debs and the representatives of labor unions considering the advisability of a general strike" and adds "The result is not yet known." What does this detail add to the case for troops, and what is its limit?

  7. Question 7 of 20 · Multiple Choice

    In T6 paragraph 1, Burns claims that "The managers wired Olney to name Edwin Walker." What evidence for this claim does T6 give?

  8. Question 8 of 20 · Multiple Choice

    "By thus making the railway attorney Walker solicitor for the United States, the control of government power could be placed in the hands of the corporations" (T6 paragraph 3). What kind of reasoning is this?

  9. Question 9 of 20 · Multiple Choice

    Which words in T6 paragraph 3 show that Burns is repeating a report rather than stating something he has confirmed?

  10. Question 10 of 20 · Multiple Choice

    Which claim in Altgeld's letter (T1) does Burns's T6 most directly try to support?

  11. Question 11 of 20 · Multiple Choice

    Burns ends T6: "In this way the entire available force of troops at Ft. Sheridan ... was ordered out by the President." Compare this with Cleveland's account of the same order (T4). What does Burns's causal claim leave out?

  12. Question 12 of 20 · Multiple Choice

    Why does Burns quote the phrase "of the people, by the people, and for the people" (T6 paragraph 3)?

  13. Question 13 of 20 · Multiple Choice

    Which piece of evidence, if Burns had included it, would most strengthen his claim that the railroad managers chose Walker?

  14. Question 14 of 20 · Multiple Choice

    Which statement best evaluates T5 and T6 as evidence in the dispute?

  15. Question 15 of 20 · Short Answer

    Altgeld wrote on July 5 that "the local officials have been able to handle the situation" (T1 paragraph 4). Evaluate how well Miles's report of July 6 (T5) answers that claim. Consider timing, specificity and the detail about Wheeler's brigade.

  16. Question 16 of 20 · Short Answer

    In T6, separate what Burns states as fact from what he infers. Give one example of each and assess the support for each.

  17. Question 17 of 20 · Short Answer

    Cleveland printed the marshal's telegram (T4) and Miles's report (T5) in full. What does printing these official reports do for his argument, and what kinds of evidence are missing from his selection?

  18. Question 18 of 20 · Short Answer

    Altgeld (T1 paragraph 4) and Burns (T6) both claim that others acted from selfish motives. Compare how each supports the claim, and judge which is better supported.

  19. Question 19 of 20 · Short Answer

    The marshal (T4) and General Miles (T5) both use the word "mob." Explain how the word reflects a point of view, and whether it should change the weight you give their reports.

  20. Question 20 of 20 · Short Answer

    The lesson weighed T1-T4 on whether federal troops were needed in Chicago on July 3, 1894. Now add T5 and T6. Does either one change that judgment? Assess one claim, piece of reasoning or piece of evidence from each, and say whether it strengthens or weakens the case for need.

0 of 20 answered · 0 correct

06

Frequently Asked Questions

10 Questions

What does RH.11-12.6 mean?

RH.11-12.6 asks students in grades 11-12 to evaluate authors' differing points of view on the same historical event or issue by assessing each author's claims, reasoning and evidence. "RH" stands for Reading in History/Social Studies. In practice, students read two or more sources that disagree, test how well each argument is built, and reach a supported judgment about which view holds up better, and on what.

How is RH.11-12.6 different from RH.9-10.6?

RH.9-10.6 asks students to compare authors' points of view, especially which details each includes and emphasizes. RH.11-12.6 raises the task from comparing to evaluating: students must assess the claims, reasoning and evidence behind each point of view and judge which is better supported. The question changes from "how do these accounts differ?" to "which argument holds up, and why?"

What is the difference between a claim, reasoning and evidence?

A claim is what the author asserts; evidence is what the author offers as proof; reasoning is the link that explains why the evidence or principle supports the claim. Altgeld's claim is that the troops were unnecessary; his evidence includes the regiments already in Chicago; his reasoning is that a state ready to act and never asked had no need of outside help.

How do students judge the quality of historical evidence?

By asking four questions: who supplied it and what stake they had, how specific and checkable it is, when it was gathered compared with the decision it supports, and whether it answers the other side's evidence. A dated report naming places and numbers usually outweighs a general assertion, but a report from an interested official still calls for caution.

Does evaluating a point of view mean deciding who is right?

Partly. Students do reach a judgment, but a strong judgment is usually divided: one author may be better supported on one part of the issue and the other on another. In the Pullman dispute, Cleveland's legal argument and Altgeld's evidence about the state's readiness can both be strong. Students must also say what remains uncertain.

Why use the 1894 Pullman strike to teach RH.11-12.6?

Because the two main authors, a President and a governor of the same party, disagreed in writing about the same decision within days, each with claims, reasoning and evidence that students can test. The dispute also turns on lasting questions of federalism, the power of the national government versus the states, that appear throughout U.S. History and Government courses.

How is RH.11-12.6 different from RH.11-12.8?

Both ask students to evaluate arguments. RH.11-12.8 asks students to evaluate one author's premises, claims and evidence by corroborating or challenging them with other information. RH.11-12.6 focuses on differing points of view: two or more authors on the same event or issue, weighed against each other by their claims, reasoning and evidence.

What mistakes do students make with RH.11-12.6?

A common mistake is judging by the author's position ("the President had more information") instead of by the argument on the page. Another is summarizing both sides without deciding. Students also treat every quoted document as equally strong, without asking who wrote it, when, and with what interest. The audit sheet in this lesson is built to catch all three.

How is RH.11-12.6 assessed?

Usually with paired passages that disagree and questions that ask which evidence best supports a claim, what kind of reasoning an author uses, or which statement best evaluates the two views. Written tasks ask for a judgment supported by quotations from both sources. The quiz on this page follows that pattern with a general's report and a labor history of the strike.

Which class teaches RH.11-12.6?

RH.11-12.6 is a literacy standard for history and social studies, so it is usually taught in grade 11 or 12 U.S. History, Government or Economics, alongside the content of the course. It builds on RH.9-10.6 and supports argument writing in history, such as WHST.11-12.1, where students must weigh sources before making their own claims.