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A copy of Initiative 49, containing arguments for and against the bill, which was put to a vote on November 4, 1924. Click the image to view the whole document as a pdf. Courtesy of the Washington State Archives. Luther I. Powell, the leader of the Washington Klan organization. The Klan hoped to build support for its nativist program by passing the anti Catholic school Initiative 49, modeled after a similar law that passed in Oregon in 1922. However, they failed to build much support outside of their own organization, and the bill was defeated, followed shortly by the withering of Klan activity in the state. Image is from the Klans newspaper, Watcher on the Tower, August 27, 1923, p. 3. An anti Initiative 49 advertisement from the Bellingham Herald, which ran on page 12 of the paper the night before the election on November 4, 1924. The advertisement shows the widespread opposition to the bill, and argues against it on the basis of taxpayer spending and education.

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They pulled themselves into a working group, one of the key units of organization in the occupation there are 82 as of this writing and there will almost certainly be more tomorrow. The drummers called their group Pulse and agreed to lay down their sticks for a while to attend general assemblies. John thats all a compact man, all taut vein and muscle, with a shock of wiry gray black hair, spoke for Pulse one night, arms twitching in just a T shirt on a cold evening. We, he said. We, the crowd said. Want to respect you. Back came the echo, a call and response through which everybody, apparently, respected everybody. But John wasnt satisfied. But we want respect too! he shouted bitterly. The drummers, he reminded the General Assembly, had restricted themselves to two hour sessions, noon to two and four to six. But there was a move afoot to cut them back to only one two hour drumathon.

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and VanDerHeide, J. 2011. Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 463, 273 304. The TCRWP curriculum across all areas fully embraces the research on the importance of teaching argument and places a strong emphasis on teaching students how to engage in argumentation and compose and evaluate arguments. We have studied learning progressions on supporting the development of argumentation in a think tank composed of a cadre of classroom teachers from grades K 8 as well as researchers from CBAL, the research arm of ETS and TCRWP staff. Through the learning of this group, in addition to advanced summer institute sections and study groups, the TCRWP developed argument protocols for arguing about texts as well as ways to weave argumentation across the curriculum. In 2013, the TCRWP held its first annual Argumentation Institute, where hundreds of participants came together to hone their argument reading and writing skills in order to launch and sustain the work in their classrooms. You can see evidence of the TCRWPs work around written argument in our Units of Study in Opinion/Argument, Information, and Narrative Writing A Common Core Workshop Curriculum for Grades K 8 which contain writing units which support students in how to craft strong, clear and sound opinions/arguments. As early as Kindergarten, students craft petitions, letters, and signs to tackle problems faced in their classroom, school, and even the world. As students move across the grades, the TCRWP writing curriculum extends their work with argument, providing students with multiple opportunities to engage in argument writing so they can develop a host of skills, which will empower them to take a stance and convince others to join their side.

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