Title:“GirlsAttack”:ALessoninResistanceandTruth-TellingfromElPaso’s1917BathRiots

Author:LenaPapagiannis,BostonPublicSchoolsteacherSubjectAreas:History/HumanitiesKeyWords:counter-narratives,historicalthinkingskills,sourcing,corroborating,DBQ,document-basedquestion,eugenics,racism,Nativism,borderpolicing,bordersecurity,mediabias,medialiteracy,wordchoice,diction,resistance,resilience,feminismGradeLevels:9-11TimeRequired:

• One60-minuteclassperiod(withhomeworkbeforethelesson)

• Pairedwithafirstlesson,“FesteringPlague,”abouttheracisthistorybehindthe“disinfecting”stations.Pleaseclickhere[insertlink]toseeLesson1.

LessonQuestions:

• Overarching“essential”/guidingquestions:TowhatextentisAmericanhistoryastoryofembracingthe“meltingpot”?

o Whatdoesthestoryof“disinfecting”stationsandthe1917BathRiotsteachusaboutAmerica’simmigrationstory?Aboutresistanceandresilience?

• Today’sinvestigation:Howcanwereadmediacriticallytodeterminethetruth?Howcanweanalyzewordchoicetoidentifybiasanduncoverthetruth?

Objectives:Throughastudyofthe1917BathRiotsonthebridgebetweenCiudádJuárez,MexicoandElPaso,Texas,USA,studentswillunderstand…

• thattheUnitedStates’immigration/borderpatrolpolicieshavebeendehumanizing,racist,andpathologizing—andthusincontradictionwiththedominantnarrativeabouttheso-called“meltingpot.”

• thatpeoplecananddoresistmilitaryforces,andthatinthiscase,youngworking-classMexicanwomenactivelyprotesteddehumanizingborderpatrolpracticesfrombothUSandMexicanauthorities.

• thatclosereadingskills,includingtheanalysisofwordchoice,arenecessaryindeconstructingnewssources.

Standards:MassachusettsStateCurriculumFrameworksforHistoryandSocialStudiesUSI.T4(1)[USHistoryI;Topic4;Element1]DescribeimportantreligiousandsocialtrendsthatshapedAmericainthe18thand19thcenturies(e.g.,theFirstandSecondGreatAwakenings;theincreaseinthenumberofProtestantdenominations;theconceptof“RepublicanMotherhood;”hostilitytoCatholicimmigrationandtheriseoftheNativeAmericanParty,alsoknownasthe“Know-Nothing”Party).USI.T6(5)[USHistoryI;Topic6;Element5]AnalyzetheconsequencesofthecontinuingwestwardexpansionoftheAmericanpeopleaftertheCivilWar.USII.T2(1f)[USHistoryII;Topic2;Element1(f)]1.Analyzetheimpactoftheeugenicsmovementonsegregation,immigration,andthelegalizationofinvoluntarysterilizationinsomestates.RCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element1]Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources,connectinginsightsgainedfromspecificdetailstoanunderstandingofthetextasawhole.RCA-H(2)[ReadingStandardsforLiteracyintheContentAreas;Element2]Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummarythatmakescleartherelationshipsamongthekeydetailsandideas.RCA-H(3)[ReadingStandardsforLiteracyintheContentAreas;Element3]Evaluatevariousexplanationsforactionsoreventsanddeterminewhichexplanationbestaccordswithtextualevidence,acknowledgingwhereatextleavesmattersuncertain.

RCA-H(7)[ReadingStandardsforLiteracyintheContentAreas;Element7]Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,visually,quantitatively,aswellasinwords)inordertoaddressaquestionorsolveaproblem.RCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element8]Evaluateanauthor’spremises,claims,andevidencebycorroboratingorchallengingthemwithotherinformationRCA-H(1)[ReadingStandardsforLiteracyintheContentAreas;Element9]Integrateinformationfromdiversesources,bothprimaryandsecondary,intoacoherentunderstandingofanideaorevent,notingdiscrepanciesamongsources.CommonCoreStateStandardsCCSS.ELA-LITERACY.RH.6-8.4:Determinethemeaningofwordsandphrasesastheyareusedinatext,includingvocabularyspecifictodomainsrelatedtohistory/socialstudies.CCSS.ELA-LITERACY.CCRA.R.6:Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.CCSS.ELA-LITERACY.RH.6-8.1:Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources.CCSS.ELA-LITERACY.CCRA.W.2:Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.CCSS.ELA-LITERACY.CCRA.W.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.CCSS.ELA-LITERACY.RH.6-8.6:Identifyaspectsofatextthatrevealanauthor'spointofvieworpurpose(e.g.,loadedlanguage,inclusionoravoidanceofparticularfacts).Materials:

• CopiesoflightlyredactedexcerptfromRingsideSeattoaRevolution[insertlinktoredactedexcerpt](homeworkreadingtobecompletedbeforethelesson)

• Copiesofstudentworksheetforeachstudent[insertlinktostudentworksheetwithteachercomments]

AdditionalResources:

• ChapterfromRingsideSeattoaRevolutionbyDavidDoradoRomo:http://borderlandsnarratives.utep.edu/images/Readings/Ringside-to-a-Revolution.pdf

• NationalPublicRadiostoryontheBathRiots:https://www.npr.org/templates/story/story.php?storyId=5176177

• TheLineBetweenUs:TeachingAbouttheBorderandMexicanImmigration:https://www.zinnedproject.org/materials/line-between-us/

• “AnalyzingHowWordsCommunicateBias”–LessonfromTeachingTolerance:https://www.tolerance.org/classroom-resources/tolerance-lessons/analyzing-how-words-communicate-bias

• AllSides(resourcefornewssourcesacrossthepoliticalspectrum):www.allsides.com

WorksCited:Romo,DavidDorado.RingsideSeattoaRevolution:AnUndergroundCulturalHistoryofElPasoandJuárez:

1893-1923.ElPaso,Texas,CincoPuntosPress,2005.

“TheBathRiots:IndignityAlongtheMexicanBorder.”WeekendEditionSaturday.NationalPublicRadio,Washington,DC,28Jan.2006.

Introduction:Thecolorfultapestrythatismyschool--adiverseschoolinBoston,MA--isatestamenttothefailureofWhitesupremacisteugenicistsofthe19thand20thcenturies(andtoday)whoweredeeplycommittedtocreatingandmaintainingtheAnglo-SaxonAmericaoftheirimagination.Ofcourse,aracially-pureAmericaneverwas,andneverwillbe.ResilientresistorsfromtheearliestdaysoftheAmericanprojecthaveworkedtomakesuretheeugenicist’sdreamneverfullycametrue.WhiletheendeavorofWhitesupremacywassuccessfulinthesensethattheinstitutionsbuilttoreinforceWhitepeople’sdominancehavestoodthetestoftime,ithasfailedtoeliminatethespiritofthosewhoenvisionadiverse,equalAmerica.ThestoryofElPaso’spolicyof“disinfecting”Mexicansandtheriotsitgalvanizedteachusaboutthe“dirty”truthofAmerica’sresistancetopluralism—butthestoryalsoinspiresustoresisttheraciststructuresandmechanisms(andpeoplebehindthem)thatcontinuetothreatenthepossibilityofpeace.Reflection:Asastudentandteacherofhistory,Iamalwaysthrilledtolearnstoriesthathadpreviouslybeenunknowntome.Iamindebtedtomycolleague,BeckyVillagrán,andourprofessor,Dr.IgnacioMartínez,whotoldmethestoryofthefieryCarmelitaTorresandherinspirationalfightagainstthedehumanizingpracticeof“disinfecting”stationsattheElPaso-Juárezborder.Ifoundmyselfsuckedintotheseductivedepthsofresearch:poringoverearly20th-centurynewspaperclippings,pullingmyhairoutoverhistoricalanalysis,andenthusiasticallyreportingmyfindingstoanyonewhowould(orwouldn’t)listen.Thislessonhasreinvigoratedmyownloveoftheexplorationofhistory—alovethatIhopeIwillpassontomystudents.Pleaseseethefollowingpagesforalessonguide,includinglessonactivities,assessments,andpossibleaccommodations/modifications.

WARMUPProvidestudentswithashortexcerptinwhichthereischarged/loadedlanguagethatrevealsbias.Thiscanbeanexcerptfromatopical,contemporarynewssource;atimeyarticleaboutimmigrationwouldworkwell.Alternatively,ifyoupredictthatyourstudentswouldnotconnectwithorunderstandthatarticle,youcanuseanyarticleormade-uppassage,aslongasitincludescharged/loadedlanguage.Ihaveincludedanexampleofamade-uppassageforthispurpose:Someteachersatourschoolwerefedupwithstudents’phoneuse.Theydecidetowriteanewpolicy:Ifastudentiscaughtusingtheirphoneataninappropriatetimeinclass,theteachercantakethestudent’sphoneandholditforawhole24hours,untilthenextday’sclassperiod.TheypresentedtheirplanatthemostrecentProfessionalDevelopmentsession.Opponentsoftheplanhadcreatedadifferentplan,onethatwasveryflexibleonstudentphoneuse.Bothgroupscreatedaflyerwithinformationabouttheirsuggestedpolicy.When________[insertyournamehereastheteacher!]cameintoPD,shepickeduptheflyers.Atthetopofoneofthemtheauthorshadwrittenatitle:“Students’phoneuseisacancer!Thisnewphonebanisthechemotherapy.”

1. Whatwordsstandouttoyouinthetitleofthisflyer?Listthembelow.

2. Whydidthosewordsstandouttoyou?

3. Whocreatedtheflyer?What’stheiropiniononphonepolicy?Circleone:a. theteachersinsupportofverystrictrulesregardingstudentphoneuseb. theteachersinsupportofflexible/relaxedrulesregardingstudentphoneuse

4. HowdidyouknowtheanswertoQuestion3above?Hint:UseyouranswerstoQuestions1and2!

5. Bonus:Ifyouhadacellphonepolicyfortheschool,howwouldyoutitletheflyer?Whywouldyoutitleitthatway?

SKILLLAUNCH(DecodingBias)GuidethestudentsthroughtheiranswerstotheWarmUp.UsetheWarmUptosurfacekeyideasonchargedlanguage,withoutnamingthoseterms.Thentransitiontothekeyterms:Whatwe’retalkingaboutisbias,andhowitcanbecommunicatedthroughchargedorloadedlanguage.You’realltalkingaboutthesekeytermswithoutevenknowingthemyet!Yougettheideaalready.Let’sjustnameit:bias:favoringoneperson,group,orpointofviewmorethananotherloadedlanguage/chargedlanguage:wordsthataremeanttocreateafeelinginthereader/listener;emotionalorverydescriptivelanguagethatcarriesconnotationsandmayplayintooragainstassumptionsorviewsthereader/listeneralreadyhas

explicit:directandobviousimplicit:subtleandhardtodetect—butstillthere!pointofview:thewaysomeoneseessomething;apersonorgroup’sopiniononanissueYoucanprovidestudentswiththetermsaboveorhavethemfillintheblanks/takenotesasyouteachtheconcepts.TRANSITIONToday,we’regoingtobeanalyzingsourcebiasthroughthislensofwordchoice.Thiskindofthingisallaroundus—andwecanusehistoricalsourcestohelpusnotonlyunderstandhistorybetterbutalsotopracticethisskillofcriticallyreadingmedia.Yesterday,youlearnedaboutthe“disinfecting”stations[linktoLesson1]ontheSantaFeBridgebetweenJuárez,Mexico,andElPaso,acityinTexasintheUnitedStates.Attheendofclassyesterday,manyofyouwrotethatyouwerewonderinghowpeoplerespondedtothisinhumanepolicy.Today,we’regoingtofindouthowtheyreacted—andhowtofigurethatout.CONTENTLAUNCH(The“BathRiots”)Readthroughthetextbelow(excerptedandlightlyredactedforthepurposeofthislessonfromRingsideSeattoaRevolution)withstudents.Alternatively,assignthistextaspartofthepreviousnight’shomework[linktothechapterexcerpthomeworkassignment].Anotheroptionistoprovidetheinformationcontainedbelowasbullet-pointednotes.

CarmelitaTorreswasa17-year-oldJuárezmaidwhocrossedtheSantaFeInternational

BridgeintoElPasoeverymorningtocleanAmericanhomes.At7:30amonJanuary28,1917,

whenCarmelitawasaskedbythecustomsofficialsatthebridgetogetoffthetrolley,takea

bath,andbedisinfectedwithgasoline,sherefused.Instead,Carmelitagotofftheelectric

streetcarandconvinced30otherfemalepassengerstogetoffwithheranddemonstratetheir

oppositiontothishumiliatingprocess.By8:30am,morethan200Mexicanwomenhadjoined

herandblockedalltrafficinElPaso.Bynoon,thepressestimatedtheirnumbertobeas

“severalthousand.”Thedemonstratorsmarchedasagrouptowardthedisinfectioncampto

calloutthosewhoweresubmittingthemselvestothehumiliationofthedelousingprocess.

Whenimmigrationandpublichealthserviceofficerstriedtodispersethecrowd,theprotesters

hurledbottles,rocks,andinsultsattheAmericans.Acustomsinspectorwashitinthehead.

FortBlisscommanderGeneralBellorderedhissoldierstothescene,butthewomenjeeredat

themandcontinuedtheirstreetbattle.ThenewspapersreportedAmericanSergeantJ.M.Peck

wasstruckinthefacewitharockthatcuthischeek.

Theprotesterslaiddownonthetracksinfrontofthetrolleycarstopreventthemfrom

moving.Whenthestreetcarswereimmobilized,thewomenwrestledthemotorcontrollers

fromthehandsofthemotormen.OneofthemotormentriedtorunbacktotheAmericanside

ofthebridge.Threeorfourfemaleriotersclungtohimwhilehetriedtoescape.Theygavehim

ablackeye.AnothermotormanranintoaChineserestaurantonAvenidaJuáreztohide.

MexicanGeneralFranciscoMurguíashowedupwithhisdeathtroopstoquellthe

femaleriot.Murguía’scalvary,knownas“elesquadróndelamuerte,”wasratherintimidating.

Theyworeinsigniabearingaskullandcrossbonesandwereknownfortakingnoprisoners.

GeneralMuguía’snicknamewas“PanchoMecates”forhishabitofhanginghundredsof

prisonersfrommecateropesalongthetelephonelinesleadingtoJuárez.Thecalvarymendrew

theirsabersandpointedthematthecrowd.Butthewomendidnotrunaway.Theyjeered,

hooted,andattackedthesoldiers.

SOURCEANALYSISAsyoucanimagine,thiswasaneventthatgotalotofcoverageinthepress.LocalElPasopaperscoveredtheevent,andsodidpapersfromacrossthecountry,inOhio,Michigan,Massachusetts,Nevada,andelsewhere.Itwasnationalnews.Intoday’sworld,thiswouldhave“goneviral”!So,let’simagineyouliveinElPaso--orevenruralOhioorBoston--atthistime,andyoureadaboutthiseventinthenewspaper.Let’stakealookatsomeoftheheadlinesandtextyouwouldhaveread.We’regoingtoseeifwecanidentifyanauthor’spointofviewontheriotsfromtheiruseofloadedorchargedlanguage.Foreachofthenewsclippingsprovidedhavestudentsanswerthefollowingquestions(theymirrortheWarmUpquestions):

1. Whatwordsstandouttoyouascharged/loadedlanguage?Listthembelow.2. Howdoesthatlanguagequalifyascharged/loaded?Inotherwords,whatemotionsdotheybringup

foryou(ordoyouthinktheauthorhopestheybringupinreaders)?Whataretheconnotationsandwhydotheymatter?

3. What’stheauthor’spointofviewontheriotandtherioters?Howdoesthelanguageleadyoutothatconclusionabouttheirbias?

Someexamplesofprovidednewssourcesarepastedbelow.Pleasealsovisitthefolderwithnewspaperclippingstofindadditionaloptions[linktofolderwithnewspaperclippings].Therearedifferentwaystoapproachthisactivity.Someoptionsinclude:

• Usingonearticle(eithertheElPasoMorningTimesarticleortheElPasoHeraldarticle)inFULL.Thearticleshavemanyexamplesofloadedlanguage,allusefulforthisexercise.Studentscanworktogether,inpairs,orinsmallgroupstodeconstructthearticleaftertheteachermodelsanexample.

• Dividestudentsintopairs.Assigneachpairaheadline/excerptofanarticle.Together,theyshouldcompletetheanalysisquestionsabove.Then,studentscan“mingle”intheroomtomeetotherswhohaveadifferentarticle/excerpt.Studentscansharetheirfindingswitheachother.Avariationonthisistohavestudents“quiz”eachotheronfindingtheloadedlanguageineachother’sassignedpieces.(Thishelpstogivestudentsasenseofresponsibilityandownership.)

FromtheElPasoMorningTimesElPaso,TexasJanuary29,1919Wordchoicetonoticeinheadline:

• auburn-haired• Amazon• feminine• outbreak• rumor• wild

Thisarticleisincludedinitsentiretyinbothasthe“original”documentandintranscribedform.Thearticleincludespassagesthatareusefulforthisexercise.Somearereproducedbelow.Seethelinkeddocumentsforthecompletearticle[insertlinktotheElPasoTimesarticle].“Juarezwomen,incensedattheAmericanquarantineregulations,ledariotyesterdaymorningattheSantaFebridge.FromthetimethestreetcarsbegantorununtilthemiddleoftheafternoonthousandsofMexicansthrongedtheJuarezsideoftheriverandpushedouttothetailgateonthebridge.WomenringleadersofthemobhurledstonesatAmericancivilians,bothonthebridgeandonthestreetsofJuarez.FourstreetcarswhichcrossedintoJuarezearlyinthemorningwereseized,andtheeightmembersofthecrewsent,afoot,backtoElPaso,oneofthembringingablackeyeandbruisedfaceasamemento.”“…theMexicanshavingpreviouslypushedasfarasthetollgate,wheretheyhungovertherailingtojeertheircompatriotswhoenteredthebathhousetocomplywiththeregulations.”“FalseReportsResponsibleforTrouble”[Notetoteacher:Thisisnotwordchoice;thisismissingcontext/inaccuraterepresentationoffacts.Thereportswerenotfalse.]

“…Thegreaterpartofthemrefusedtogotothebathandbecameindignantwhentheywereorderedoffthestreetcars,afterhavingpaidtheirfares,andcouldnothavetheirnickelrefunded.”“By8o’clockthethrong,consistinginlargepartofservantgirlsemployedinElPaso,hadgrownuntilitpackedthebridgehalfwayacross.LedbyCarmelitaTorres,anauburn-hairedyoungwomanof17,theykeptupacontinuousvolleyoflanguageaimedattheimmigrationandhealthofficers,civilians,sentriesandanyothervisibleAmerican.Smallstoneswerethrown,butthemissileswerelittlemoredangerousthanthelanguage.Somefewautomobileswhichbravedtheirfuryandpushedthroughtotheothersidewereshoweredwithmudandstones.“Motorman’sGrotesqueEscape”“AmericansentrieshadtobeplacedunderthebridgetopreventMexicansfromjumpingoffuponthesandandreachingtheAmericansideinthatmanner.ThesesentrieswereexposedtothemarksmanshipofagangofsmallMexicanboys,whothrewsticksandmud.”“AttheAmericanendofthebridgequietefficiencyprevailed.ThehandfulofAmericansoldierswhopatrolledthegroundsaroundthecustomshousecontinuedtowalktheirbeatsjustasthoughaseethingLatinmobscenewasnotbeingenactedafewfeetaway.”“GirlsAttackAutomobiles”“ThosewhowitnessedtheactionsoftheMexicanmobattheendofthebridgewillneverforgetit.Composedlargelyofyounggirls,themobseemedbentondestroyinganythingthatcamefromtheAmericanside.Assoonasanautomobilewouldcrossthelinethegirlswouldabsolutelycoverit.Thesceneremindedoneofbeesswarming.Thehandsofthefemininemobwouldclawandtearatthetopsofthecars.Theglassrearwindowsoftheautosweretornout,thetopstorntopiecesandpartsofthefittings,suchaslampsandhorns,weretornaway.”“MexicansSurviveBath”“Earlyintheafternoon,asMexicanscontinuedtocomeoutofthebathhousewithoutappreciableinjury,thecrowdbegantobreakup.”“BadDayforAmericans”“InspiteofprotestmadebysomanytherewereenoughMexicanswhosubmittedtotheordersoftheimmigrationofficerstokeepthebathhouseanddisinfectionequipmentbusy.Eachindividualwhocrossedthebridgewasquestionedandinspected,andthegreaterpartofthemorderedtothecleansinghouse.Theycameoutwithclotheswrinkledfromthesteamsterilizer,hairwetandfacesshining,generallylaughingandingoodhumor.TheimmigrationmenpredictthatassoonastheMexicansbecomefamiliarwiththebathingprocesstheywillnotonlysubmittoit,butwelcomeit.”

FromtheRenoEveningGazette(canbeaccessedhereandhere)Reno,NevadaJanuary30,1917Wordchoicetonotice:

• servantgirl• problem• crippled

FromTheTimesDispatchRichmond,VAJanuary29,1917

Thissourcecanbeusedinitsentiretyorcroppedtotheheadlines(below).Wordchoicetonotice:

• misunderstanding• wild• throng• defiantly

FromtheDetroitFreePress(secondportionofarticlecanbeaccessedhere)Detroit,MIJanuary29,1917Wordchoicetonotice:

• anti-American• riot• mob• streetfight• armed• JoanofArc• red-hairedgirl

ASSESSMENTContentAssessmentChooseoneofthenewssourcesyoureadtoday.WriteaLettertotheEditorinresponsetothenewssource.Youcanchooseoneofthefollowingroles:

• Oneoftheriotingwomen,likeCarmelitaTorres• Oneofthewomenwhowaswillingtogothroughthe“disinfecting”station• AspectatorfromtheElPasoside• AspectatorfromtheJuárezside

Besuretoexplainwhoyouareinmoredetail.Letthenewspaperknow:Doyouliketheiruseoflanguage?Whyorwhynot?Whataboutitdoyoulike/dislike?HowdoyouthinkCarmelitaTorresshouldbepresentedinthemedia?CreativeAssessmentHowdoyouthinkweshouldrememberCarmelitaTorrestoday?Createanartisticrepresentationtohonorherresistance.Inashortwrittenresponse,explainyourartisticchoices:First,explainanysymbolisminyourwork.Thenexplain:Whydidyouportrayherthatway?LanguageSkillsAssessmentProvidestudentswithanotherexampleofcharged/loadedlanguage.Askthemtoidentifythelanguage,explainhowitischarged/loaded,andhowitrevealsthebiasandpointofviewoftheauthor.