The Georgia Social Studies Journal
Spring 2014, Volume 4, Number 1, pp. 10-19
Georgia Council for the Social Studies
Susan B. Anthony’s trial, social justice, and Common Core connections.
Kenneth V. Anthony
Mary Katherine Morgan
Mississippi State University
The adoption of Common Core State Standards presents the social studies with an opportunity and a
challenge. Common Core State Standards focus on college and career readiness. The focus on college
and career readiness is a challenge because the civic education goal of social studies may be lost or
overlooked. The opportunity is that social studies is one of those other areas that must be used to help
develop literacy. The goal of this paper is to discuss how to use social studies texts, specifically primary
sources related to Susan B. Anthony’s trial, to meet literacy and social studies goals.
The adoption of the Common Core State Standards (CCSS) presents the social studies with both a
challenge and an opportunity. The CCSS’ focus on college and career readiness by improving
students’ literacy skills presents a challenge in that the civic education goal of social studies may be
lost or overlooked. For example, the literacy component in history/social studies standards of the
CCSS aims to develop students’ literacy skills, rather than promote history or social studies goals.
Nevertheless, the opportunity the CCSS provides to social studies educators is that social studies is
one area that may be used to develop students’ literacy skills. Therefore, the goal of this paper is to
discuss how to use social studies texts, specifically primary sources, to meet both literacy and social
studies goals.
College and career readiness is an important goal, and all teachers should be included in
reaching these goals. However, as social studies teachers, we need to focus on and protect our
primary mission: citizenship education. The National Council for the Social Studies (NCSS) (2010)
identifies the aim of social studies as developing and promoting citizenship. The challenge is that
social studies’ aims can be lost or subordinated to literacy goals during implementation of the CCSS.
In this article, we adopt the stance that our task as social studies teachers is to promote civic
competence through quality social studies instruction, while supporting overall literacy goals. We
also believe that the tools and concepts of academic disciplines can be used to promote civic
competence.
Using Disciplinary Tools and Concepts to Promote Civic Competence
The connection between the concepts and tools of the humanities and social sciences and
social or civic education goals is not new. Dewey (1916) wrote, “The true starting point of history is
always some present situation with its problems” (p. 214). The idea was that the study of the past
using historical tools and inquiry can help students understand the problems of the present. When
our students understand the problems of the present they have a better chance of participating in
the development of potential solutions to these problems.
Beard (1933) extended on Dewey’s ideas when discussing the role of the social sciences in
the schools. In his discussion of civic education in schools, he explained that the social sciences can
provide elementary and secondary schools the skills used to acquire and analyze information.
The Georgia Social Studies Journal
When students possess the skills and habits of the social scientist, they are more likely to develop
into citizens who can function in and strengthen a democratic society. Beard included the
development of criticism and imagination in students as important to civic competence. This is
where disciplinary skills and concepts help develop students who have a balanced respect for
society that includes awareness that there are problems that can and should be addressed.
Recent scholarship has focused on the need to teach students specific disciplinary skills and
concepts including how historians analyze and use primary sources. Ruddell (2008) contended that
learning the “discourses associated with a specific subject area … is a critical aspect of success in
school” (p. 6). Historians employ specific heuristics when dealing with primary sources, and
Wineburg (1991) has done much research that helped to identify the ways that historians employ
these heuristics when examining primary sources. He identified three specific heuristics that
historian use: (a) corroboration, (b) sourcing, and (c) contextualization (Wineburg, 1991). In an
effort to translate the skills and concepts of the historian into the secondary classroom, Reisman
(2012) developed a structure to help teachers instruct students on how to analyze historical
documents. The goal of all this scholarship was to bring the disciplinary specific skills and concepts
of historians into elementary and secondary schools.
Although there is disagreement about the definition and nature of social studies, throughout
the history of social studies as a discipline, it has maintained a focus on civic competence, and in
spite of efforts to create a unified field, it has maintained its disciplinary divisions (Chapin, 2013;
Evans, 2004; Guidry, 2011; Nelson, 1916/1994; Ross, 2006; Thornton, 2005). Though NCSS defines
social studies as an integrated or unified field, the recently published C3 Framework recognizes
that the academic disciplines that make up social studies provide discipline-specific tools and
concepts that can be used to develop skills that are essential to civic competence (NCSS, 2013).
Our goal, as social studies teachers and as teachers of the CCSS, is to implement instruction
that uses disciplinary tools and concepts from the field of history, to make social studies instruction
more rigorous, more student focused, and more authentic. We believe that teachers can use
primary sources to reach the literacy goals of the CCSS, as well as the civic education goal of social
studies. This integration is an excellent way to successfully wed the two aims. In this article, we
discuss how to use primary sources, using the trial of Susan B. Anthony for illegally voting in the
1872 Presidential election as an example, to meet both literacy and social studies goals using the
CCSS.
Using Primary Sources in the Classroom
Many teachers are wary of incorporating primary sources into their instructional practice.
They feel they lack the experience, knowledge, and support to find, plan for, and use primary
sources in the classroom. The Library of Congress (n.d. b) Teaching with Primary Sources website,
http://www.loc.gov/teachers/tps/, has many resources to help teachers and students find and
analyze primary sources. On the website there are collections of primary sources, as well as
analysis sheets that teachers can use with their students. Wesson (2011) provided a description of
primary sources, which teachers might find beneficial when planning instruction that includes the
use of primary sources:
“Primary sources” are the raw materials of history — original documents and objects which
were created at the time under study. They are different from secondary sources, accounts
or interpretations of events created by someone without firsthand experience. Students will
most often work with primary sources that have been digitized. (para. 2)
The Library of Congress (n.d. c) says, “Primary sources provide a window into the past—unfiltered
access to the record of artistic, social, scientific and political thought and achievement during the
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specific period under study, produced by people who lived during that period” (para. 1). They also
(a) “engage students,” (b) “develop critical thinking skills,” and (c) “construct knowledge” (Library
of Congress, n.d. c, para. 3, 5, 7). To help teachers and students use primary sources in the
classroom, there are a variety of tools for analyzing primary sources on the Library of Congress
(n.d. a) website, http://www.loc.gov/teachers/usingprimarysources/guides.html.
Moving Beyond the Textbook with Primary Sources
In history and social studies textbooks, many topics and events are glossed over, omitted, or
barely mentioned. As a result, students do not develop a deep understanding of historical events. In
order to combat this issue, teachers must supplement their textbook-based instruction. To do this,
we can use primary sources in conjunction with the CCSS. Primary sources provide students with a
wider perspective of history because students learn detailed information about events through
their analysis of these sources. Students can corroborate information from multiple sources
(Wineburg, 1991) to form a more comprehensive understanding of historical events instead of
simply reading facts in a textbook. In addition, students can employ the heuristics of sourcing and
contextualization to evaluate the reliability of the information presented in the primary sources and
textbooks and situate the event in the appropriate context (Wineburg, 1991), rather than accept the
information in textbooks as the only interpretation. Therefore, when students engage in historical
analysis with primary sources, they develop a more sophisticated and deeper understanding of
history. We base our argument on Clausewitz’s (1832/1989) four uses for historical events as
examples. He wrote that people use historical examples for four main reasons:
1.
2.
3.
4.
Explanation of an idea – to make an abstract idea concrete.
Application of an idea – used for proof of the efficacy of an idea.
Support a statement – prove the possibility of some phenomena or effect.
Support a doctrine or theory – “detailed presentation of a historical event” to prove a theory
through deduction. (Clausewitz, 1832/1989, p. 170-174)
Textbooks generally focus on the first two reasons, which only touch lightly on a historical event
and cause problems when an event is new to students. Because they do not know enough about the
subject, students will (a) accept poorly formulated or weakly supported ideas, (b) develop
erroneous understandings, or (c) fail to grasp the significance of an event. Clausewitz (1832/1989)
advocated the detailed study of an event, because it is “more instructive than ten that are only
touched on” (p. 173). In other words, to get value from historical examples and events, teachers
must teach in ways that enable students to learn a “detailed presentation” of some historical events
(Clausewitz, 1832/1989, p. 171). One way for us to do this is through primary sources.
Using the Trial of Susan B. Anthony
One event that is rarely mentioned in United States history texts is the trial of Susan B.
Anthony for illegally voting in the 1872 Presidential election. A review of five eighth-grade United
States history textbooks showed that none mentioned this event. In the most recent textbook
reviewed, America: History of our Nation, Davidson (2014) included 173 words in the passage about
Anthony:
With seven children to care for, Elizabeth Cady Stanton still found time to try to change the
world. She began her long political partnership with Susan B. Anthony in 1851. For much of
the next 50 years, the two women pooled their talents to try to win women the right to vote.
“(I am) a fine writer,” Stanton noted. “Miss Anthony is a thorough manager."
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In the years after the Seneca Falls Convention, Susan B. Anthony became a close ally
of Stanton. The two made a dynamic team. As an unmarried woman, Anthony was free to
travel and devote herself to reform work. Stanton, the mother of a growing family, more
often wrote speeches from her home. Together, they founded the National Woman Suffrage
Association in 1869.
The fight for women’s suffrage made little progress at first. Yet the women’s rights
movement won some victories. In 1860, Stanton and Anthony convinced New York to pass a
law protecting women’s property rights. Many other states followed. Some states revised
their laws to allow married women to keep their wages. (pp. 428-429)
In addition, the other textbooks included 33 words (Davidson & Underwood, 1992), 50
words (Davidson, 2005), 272 words (Stuckey & Salvucci, 2005), and 137 words (Appleby, Brinkley,
Broussard, McPherson, & Ritchie, 2005) about Susan B. Anthony. The argument is not that there
should be more or less about Susan B. Anthony in these texts. Our point is that like many topics in
United States history texts, the topic is not covered in detail. Rather than view this situation as a
problem, we believe this provides an opportunity to use primary sources to help students develop a
more detailed understanding of an event.
Because the illegal vote was not mentioned in any of the eighth grade texts reviewed, we
use an excerpt from a college text, The Enduring Vision, as our prompt. In a discussion of the
suffrage movement in the 1870s, Boyer et al. (2011) wrote, “When Susan B. Anthony mobilized
about seventy women to vote nationwide in 1872, she was indicted, convicted, and fined” (p. 476).
This is a factual statement, but a “detailed presentation” of the entire event provides a multitude of
opportunities for our students (Clausewitz, 1832/1989, p. 171). For example, students can go
beyond the light touches of history and simple memorization of the fact that Anthony voted illegally
in the 1872 election to do what Thornton (2005) emphasized was the main goal of social studies—
“the cultivation of good citizenship” (p. 22). Our students can do this by tangling with primary
sources about Anthony’s trial.
Tangling with Primary Sources about the Trial
How do we create a situation in which our students tangle with primary sources? First,
students could be provided or encouraged to find documents related to the trial of Susan B.
Anthony for voting illegally in the 1872 election. Using the CCSS and focusing on social studies
objectives from the appropriate state social studies frameworks, a teacher can help her students
create their own “detailed presentation” (Clausewitz, 1832/1989, p. 171) of the event and learn
important knowledge, skills, or dispositions that contribute to effective citizenship.
Linder (2014) at the University of Missouri-Kansas City School of Law created a website of
“Famous Trials” that can be accessed at http://law2.umkc.edu/faculty/projects/ftrials/ftrials.htm.
Included are secondary accounts with supporting primary sources of many famous trials from the
trial of Socrates to the trial of Charles Manson. This website is a valuable tool for social studies
teachers. Students and teachers can find trials that interest them from a variety of places and
historical periods. One of the trials is the trial of Susan B. Anthony in 1873. On the website is
information about Susan B. Anthony’s life, her career as a suffragette, speeches and letters written
by Anthony about her vote and other issues, and the complete trial record. Additionally, there are
cartoons from contemporary newspapers that criticize Susan B. Anthony and the idea of woman’s
suffrage.
For the purposes of this article, we are going to focus on three specific documents found on
the site related to the trial: (a) “Susan B. Anthony’s letter to Elizabeth Cady Stanton about the vote,”
(b) “Arguments over the Court’s directing a verdict in the Case of United States vs. Susan B. Anthony
& Jury Verdict,” and (c) “Sentencing in the Case of United States vs. Susan B. Anthony.” Tangling with
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primary sources will quickly move students beyond merely creating a detailed presentation of the
event. There are important social studies concepts that students can learn from these documents
including:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
The concept of a trial by jury and where it is guaranteed in our Constitution;
Who determines the guilt or innocence of a defendant;
The immediate historical and societal context of the documents;
The basic American philosophical and political ideas and ideals of the time;
State versus federal authority under the Constitution;
The role of the political parties in running elections;
The conduct of a criminal trial and the roles of the participants;
The 14th Amendment;
The concept of polling the jury;
The sentencing process;
Civil disobedience;
The concepts of civil rights, political rights, and judicial rights;
Citizenship;
Consent of the governed; and
The concept of peers as used by Anthony.
Additionally, students can identify and evaluate the validity of the arguments made by both
sides in the trial including the supporting evidence provided. The documents contain domain
specific vocabulary and concepts, and students can study these in context. Students can (a) analyze
the geography of woman’s suffrage (women tended to get the right to vote in the western states
first), (b) identify and explain the significance of people mentioned in the documents, and (c) link
the trial to other historical events.
Common Core Connections
While using these documents to address social studies content and skills, students can also
address literacy goals. Table 1 on the next page provides examples of connections between
analyzing primary sources and CCSS literacy standards. As teachers and students tangle with
primary sources they will conduct a variety of disciplinary specific tasks from history or other
social studies disciplines that will meet CCSS literacy goals.
Lesson Ideas for the Trial
Background Knowledge
When teaching with primary sources, it is important to build students’ background
knowledge before they begin their analyses. In order to prepare students for their analyses of
women’s suffrage documents, a teacher could facilitate a class discussion on two different topics.
The first discussion could focus on the women’s suffrage movement after the Civil War. In this
discussion, the teacher will help students see the connection between the suffrage movement and
the abolitionist movement. Many women abolitionists were also suffragists. Once this connection is
established, students could then discuss how the suffragists felt that the 14th and 15th
Amendments undermined the women’s suffrage movement. In the 14th Amendment, legislators
specifically wrote the word, “male,” into the Constitution, and in the 15th Amendment, women were
regarded as a group who’s right to vote could be denied or abridged. Therefore, this discussion
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Table 1. CCSS addressed while analyzing primary sources
Analysis Task
Students will determine the main idea of the
texts they are analyzing in order to
contextualize the documents.
As students analyze the documents more
closely, they can “delineate and evaluate the
argument and specific claims” of the texts on
women’s suffrage (NGA & CCSSO, 2010, p.
39).
Students will define the domain specific
vocabulary words and concepts that they
encounter so that they have a deeper
understanding of the document under
analysis.
Students may develop questions for further
research and conduct research on women’s
suffrage.
As students obtain more information on the
topic of women’s suffrage, they will be
poised to write an argument about the
suffrage movement. Students could make a
claim about this topic and argue their
position with “logical reasoning and
relevant, accurate data and evidence” (NGA
& CCSSO, 2010, p. 64).
Common Core State Standard
Reading Standards for Literacy in History/Social Studies
Grades 6-8
Key Ideas and Details
2. “Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions” (NGA & CCSSO,
2010, p. 61).
Reading Standards for Informational Text
Grade 8
Integration of Knowledge and Ideas
8. “Delineate and evaluate the argument and specific claims in
a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced” (NGA & CCSSO, 2010, p. 39).
Reading Standards for Literacy in History/Social Studies
Grades 6-8
Craft and Structure
4. “Determine the meaning of words and phrases as they are
used in a text, including vocabulary specific to domains
related to history/social studies” (NGA & CCSSO, 2010, p. 61).
Writing Standards for Literacy in History/Social Studies
Grades 6-8
Research to Build and Present Knowledge
7. “Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related focused questions
that allow for multiple avenues of exploration.
(NGA & CCSSO, 2010, p. 66).
Writing Standards for Literacy in History/Social Studies
Grades 6-8
Text Types and Purposes
1. “Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant,
accurate data and evidence that demonstrate an
understanding of the topic or text, using credible
sources” (NGA & CCSSO, 2010, p. 64).
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would help lay the foundation for the arguments made by both sides in the Susan B. Anthony court
case. In addition, students could work in small groups to analyze the letter exchanged between
Susan B. Anthony and Elizabeth Cady Stanton. The goal would be for students to understand the
significance of Susan B. Anthony’s vote for President in 1872. In this activity, the students would
contextualize this historical event (i.e. who were the candidates for President, what were the major
issues in the election, etc.). To facilitate and guide this discussion, the teacher might ask questions
similar to the following:
1.
2.
3.
4.
What event is this document related to?
What do you know about this event?
What do you need to know about this event?
What is your reaction to this document?
Thus, after students contextualize this historical document, they will be prepared to analyze the
subsequent primary sources.
Primary Source Analysis
Once the students have the appropriate background knowledge to engage in analysis, they
could work in small groups to read and analyze the document, “Argument over the court’s directing
a verdict of guilty.” One concept that the teacher will have to address at the onset is who is arguing
for the defense. In the document, Judge Selden is Anthony’s defense counsel. Because he had been a
trial judge in the past, he is referred to as “Judge Selden” in the transcript of the case. In the same
manner, the presiding judge is referred to as “The Court.” After the teacher addresses these aspects
of the document, the students will start their analysis.
To begin, the students will read the document as a group and identify any domain-specific concepts
or vocabulary terms that are unfamiliar. Then, the students will define these terms. After each
group has read the document and addressed unfamiliar concepts, they will analyze the document
using the primary sources analysis tools from the Teaching with Primary Sources website (Library
of Congress, n.d. b). Upon completion of their analysis, each group will share and discuss their
findings with the class. During their analyses, questions might arise, such as why the judge was
telling the jury what verdict to return. Furthermore, from the analysis of this document, students
should have developed questions that can be answered through individual or group research.
Finally, students could individually read and analyze the sentencing document because this
analysis would provide the teacher with an opportunity to evaluate each student’s ability to read
and analyze a primary document. When analyzing this document, students would focus on how
Anthony used her sentencing as an opportunity to speak out for social justice and change. Some
important aspects of this document that students could explore are as follows: (a) the nature of the
argument that she makes about her rights, (b) the way she contrasts political sovereigns and the
concept of a jury of her peers, (c) the links between abolition of slavery and suffrage, and (d) her
refusal to pay the fine. In addition to exploring these concepts, students could read other
documents on the trial website about attempts to collect the fine and Anthony’s continued refusal
to pay.
Using primary sources provides students with an opportunity to compare and contrast
Anthony’s actions in the court with descriptions of her found in a variety of textbooks. For this
activity, teachers or students would need to locate a variety of textbooks for reference. As
described earlier, many textbooks do not provide a lot of information about Anthony. However,
what little information they do include portrays Anthony as a passive person. In contrast, when
students read about her trial in the primary sources, they will find that Anthony was often
belligerent in defending her beliefs. Furthermore, students can compare the excerpt from the
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college text to a letter that Anthony wrote to Elizabeth Cady Stanton. Boyer et al. (2011) states,
“When Susan B. Anthony mobilized about seventy women to vote nationwide in 1872, she was
indicted, convicted, and fined” (p. 476). In the letter to Stanton, Anthony does not state that she
organized women to vote; rather, Anthony wrote, “I hope the morning’s telegrams will tell of many
women all over the country trying to vote—It is splendid that without any concert of action so
many should have moved here so impromptu” (Anthony, 1872).
Writing and Research Connections
Once the students have read, analyzed, and discussed the documents related to Anthony’s
trial, they could then write a detailed account of the event. The three documents provided would
serve as the basis of their account, but the teacher could also require that students find additional
primary and secondary sources about the event. For example, students could use newspaper
articles and editorials about the trial, as well as historical accounts to integrate additional
perspectives into their writing. Once students completed their detailed account, they could choose
a venue and medium to share their findings with both a school and out-of-school audience.
Furthermore, students could utilize the skills they learned in this lesson to conduct their
own research. Students could choose a related topic and conduct research using primary and
secondary sources. Engaging students in this process would help guide them through the process of
using primary and secondary sources, as well as help prepare them for more independent research
in the future.
Dramatic Strategies, Speakers, and Literature Connections
To increase student involvement, teachers could incorporate a variety of teaching strategies
to support the students’ analysis. For example, teachers could use dramatic strategies, such as
reader’s theater, skits, and dramatic play, to act out parts of the trial. Also, teachers could invite
lawyers and judges into the classroom to answer student questions about how trials typically work
in contrast to Anthony’s trial. In addition, students could interview individuals in the community
who have been or who are involved in protecting civil and political rights.
Additionally, teachers could identify high quality non-fiction and historical fiction texts that
are related to the women’s suffrage movement. One book teachers might consider is Heart on Fire:
Susan B. Anthony Votes for President by Ann Malaspina (2012). Pairing non-fiction and historical
fiction with primary sources helps students find the “story” in the history they are studying.
Moreover, when these texts are used after students have analyzed primary sources, they validate
the intellectual work students have done as authentic. Students see that they have conducted
valuable research that is mirrored elsewhere and that they may have actually added to the
understanding of the topic through their work with primary sources.
Conclusions
The CCSS are here, and they provide an opportunity for social studies teachers to improve
social studies instruction by teaching historical thinking using primary sources. We must ensure
that the primary goal in our lessons is a social studies goal focused on increasing civic competence,
understanding we can do this while supporting literacy goals. Though there is no consensus
regarding the nature of social studies, the field has maintained a disciplinary focus over time, and
the publication of the C3 Framework (NCSS, 2013) has highlighted the benefit of using disciplinary
specific concepts and tools to meet the civic competency goals of the field.
Using primary sources to help students develop a detailed presentation of an event helps
teachers meet both social studies and literacy goals. It provides students an understanding of how
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past problems in society were confronted by those who worked for social justice and a more
democratic society that protected the rights of all its citizens. Students can take what they learn
from an in-depth study of Susan B. Anthony’s trial using primary sources and learn lessons that are
applicable today and in the future. This addresses Dewey’s (1916) contention that the study of
history should be linked to the present. Using the discipline specific skills required to analyze
primary sources, students will develop skills that will empower them to become better citizens.
Susan B. Anthony serves as an example of what it means to be civically engaged as she challenged
the dominant narratives of her time about what it meant to be a citizen and about how women
could participate in civil society.
The trial of Susan B. Anthony in 1873 is an example of one event that can be studied indepth using primary sources. Teachers can review their curriculum frameworks, history textbooks,
and the Library of Congress (n.d. b) Teaching with Primary Sources website to identify other topics
that can be studied in greater detail using similar strategies as those outlined in this paper. In doing
so, teachers will leverage the power of disciplinary tools and concepts from history to meet help
meet CCSS literacy goals and prepare students for participation in a dynamic, democratic society.
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About the Authors
Kenneth V. Anthony is an assistant professor in the Department of Curriculum, Instruction, and
Special Education at Mississippi State University. His research interests include preservice
teachers’ knowledge and ability to teach social studies disciplines, using primary sources in the
classroom, and homeschooling. He can be contacted at [email protected].
Mary Katherine Morgan is a graduate student who is pursuing her master’s degree in the
Department of Curriculum, Instruction, and Special Education at Mississippi State University.
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