Philadelphia Writing Project
Supporting Civically Engaged Argument Writing with Primary Sources
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Philadelphia Writing Project
Supporting Civically Engaged Argument Writing with Primary Sources
The resources on our site draw heavily from the National Writing Project's (NWP) College, Career, and Community Writers Program (C3WP; Arshan & Park, 2021; Friedrich et al., 2018). Prior to this project by Philadelphia Writng Project teacher consultants, NWP teacher consultants assembled resources for supporting routine argument writing, instructional resources with text sets that could be used to support students with particular argument writing skills, a formative assessment tool for teachers to collaboratively analyze student writing and plan next steps, and intensive professional development to support shifts in the teaching of argument writing.
C3WP encourages teachers to use a mini unit on connecting claims with evidence based on formative assessments of student writing carried out in collaboration with a community of teachers. The C3WP mini units, then, are responsive to the particular needs of students in a class.
In contrast, our PhilWP team has organized the curriculum collections on this site by topic or issue (e.g., "Road Rules," "Space Junk"). As we created our resources, we found that organizing them by topic—rather than by skill as is done with C3WP resources—helped us demonstrate how historical primary sources can support civic argument writing. This means, though, that our resources may obscure that any instructional unit should ideally be grounded in skills students need to learn that teachers have identified through formative assessment.
Teachers may use text sets for a variety of purposes to support civic argument writing:
Show students how creating civic arguments involves joining a conversation in progress (Harris, 2017).
Provide ongoing opportunities for students to read, write, and discuss as they deepen their understandings and develop their own claims.
Introduce multiple perspectives on an issue and reinforce the idea that most issues are nuanced and do not have simple “pro” and “con” positions.
Invite reflection on the reliability and usefulness of sources and evidence through sourcing, contextualizing, comparing, and corroborating.
Introduce mentor texts to support students in creating their own texts for civic purposes.
Each of our curriculum collections includes a text set that can be used and modified for classroom use to support civic argument writing. Our team of teachers has combined three approaches for creating text sets:
First, the Library of Congress, in curating historical primary sources for classroom use, often crafts primary source sets that invite students to compare and corroborate sources while also engaging with multiple perspectives. The Library of Congress has also provided resources to help teachers reflect as they select primary sources for classroom use.
Second, the National Writing Project's College, Career, and Community Writers Program (C3WP; Friedrich et al., 2018) organizes argument writing mini units around text sets that provide multiple perspectives on a given issue or topic. C3WP offers strategies and tips for developing text sets.
Third, Gholdy Muhammad (2020, 2023) provides examples of and rationales for layering multimodal texts in culturally and historically responsive curricula.
With these three strands of work as guides, our teachers weave together current news articles and videos, informational texts and infographics, historical primary sources in a range of formats (e.g., photos, prints, legislation, maps), and other sources like picture books and even novels. In our text set on child labor, we include images and other primary sources from the Library of Congress that shed light on the history of child labor and laws. We combine these texts with recent news stories about recent changes to child labor laws across the country.
In this webinar recording, Philadelphia Writing Project teacher consultants Javaha Ross and Trey Smith describe a process for creating a text set that supports civic argument writing. Use this text set planning tool to get started.
Our project is funded by a Teaching with Primary Sources (TPS) grant from the Library of Congress, and our early work was supported by two TPS Eastern Region grants. Therefore, we feature primary sources that have been digitized by the Library of Congress and its affiliates.
We encourage teachers to search for primary sources using the following Library portals:
Additionally, we have found that the Digital Public Library of America is a powerful search portal, connected to digital records from the Smithsonian, National Archives, PA Digital (e.g., Free Library of Philadelphia, Temple University, Historical Society of Pennsylvania), and other archives. Philadelphia teachers may also be interested in the photo archive at PhillyHistory.org.
This website features resources created by educators affiliated with the Philadelphia Writing Project (PhilWP), supported by a Teaching with Primary Sources grant from the Library of Congress*.
The following Philadelphia Writing Project teacher consultants contributed to this page: J. Ross and J. F. Smith. Additionally, teacher consultants T. Anderson and L. Lapina helped with editing this page.
Some of the resources and approaches referenced on this page were developed by the National Writing Project's (NWP) College, Career, and Community Writers Program.
Teacher Consultants in the NWP Write Now Teacher Studio and members of the Teaching with Primary Sources Teachers Network have provided feedback on and suggestions for this page.
This page was updated 25 August 2024.