Perspective-Taking with Primary Sources: The Rio Grande
A short primary source analysis activity for 6th graders that pairs a 1904 U.S. Reclamation Service report with a 1923 Pueblo Council appeal to show how two groups viewed the same river differently. Students build perspective-taking, close reading, and source-analysis skills through guided questions and scaffolded context, making it a good fit for a single 45 to 60 minute class block or small-group work.
“Can you help me make a resource for Perspective-Taking Primary Source Analysis activity that uses these two primary source excerpts? 1. "The Rio Grande in New Mexico presents problems of water control and utilization of great importance... The stream is subject to violent floods during the spring months, following the melting of snows in the mountains of Colorado, while during the late summer months the river frequently becomes completely dry in its lower stretches. Under these natural conditions, agricultural development is severely restricted. The object of the government's investigations is to determine the feasibility of constructing large storage reservoirs to hold the flood waters that now go to waste, so that this water may be stored and delivered in a regulated, uniform flow to irrigate the fertile lands of the valley when most needed for crops." Source: U.S. Reclamation Service, Second Annual Report (1902–1903), Washington: Government Printing Office, 1904. 2. "We, the Pueblo Indians of New Mexico, assembled in Council at Santo Domingo Pueblo, appeal to the people of the United States. From time immemorial, long before the white man came, our forefathers held these lands and these waters. We have always lived as peaceful, agricultural people, holding our lands in common and caring for the river that feeds our valley. To us, the water and the land are not merely properties to be bought, sold, or changed at will—they are our life, handed down to us by our ancestors to be preserved for our children. Without our land and our water rights, our ancient way of life, our villages, and our culture cannot endure." Source: All Pueblo Council, "An Appeal to the American People" (Adopted at Santo Domingo Pueblo, NM, January 28, 1923). Preserved in the National Archives.”
Teacher Guide & Tips
- Use this as a history-focused lesson after students have a basic sense of the early 1900s American West, and begin by reviewing the vocabulary terms "primary source" and "perspective" in the Historical Context box.
- Discussion question: Why might the government agency and the Pueblo Council describe the Rio Grande in such different ways, and what does each group care most about?
- Scaffold for struggling readers: Provide a two-column chart labeled "What the source says" and "What it tells us about the author," and model one row using the Reclamation Service excerpt before students complete the Pueblo excerpt with a partner.
- Extension for advanced students: Ask them to write a short paragraph explaining how a farmer in the valley, a Reclamation engineer, and a Pueblo elder might each answer the question "Who should control the river?"
- Estimated time: about 45 to 60 minutes, including reading, the guided questions, and a brief whole-class share-out.
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Try Diffit for free“Can you help me make a resource for Perspective-Taking Primary Source Analysis activity that uses these two primary source excerpts? 1. "The Rio Grande in New Mexico presents problems of water control and utilization of great importance... The stream is subject to violent floods during the spring months, following the melting of snows in the mountains of Colorado, while during the late summer months the river frequently becomes completely dry in its lower stretches. Under these natural conditions, agricultural development is severely restricted. The object of the government's investigations is to determine the feasibility of constructing large storage reservoirs to hold the flood waters that now go to waste, so that this water may be stored and delivered in a regulated, uniform flow to irrigate the fertile lands of the valley when most needed for crops." Source: U.S. Reclamation Service, Second Annual Report (1902–1903), Washington: Government Printing Office, 1904. 2. "We, the Pueblo Indians of New Mexico, assembled in Council at Santo Domingo Pueblo, appeal to the people of the United States. From time immemorial, long before the white man came, our forefathers held these lands and these waters. We have always lived as peaceful, agricultural people, holding our lands in common and caring for the river that feeds our valley. To us, the water and the land are not merely properties to be bought, sold, or changed at will—they are our life, handed down to us by our ancestors to be preserved for our children. Without our land and our water rights, our ancient way of life, our villages, and our culture cannot endure." Source: All Pueblo Council, "An Appeal to the American People" (Adopted at Santo Domingo Pueblo, NM, January 28, 1923). Preserved in the National Archives.”
Teacher Guide & Tips
- Use this as a history-focused lesson after students have a basic sense of the early 1900s American West, and begin by reviewing the vocabulary terms "primary source" and "perspective" in the Historical Context box.
- Discussion question: Why might the government agency and the Pueblo Council describe the Rio Grande in such different ways, and what does each group care most about?
- Scaffold for struggling readers: Provide a two-column chart labeled "What the source says" and "What it tells us about the author," and model one row using the Reclamation Service excerpt before students complete the Pueblo excerpt with a partner.
- Extension for advanced students: Ask them to write a short paragraph explaining how a farmer in the valley, a Reclamation engineer, and a Pueblo elder might each answer the question "Who should control the river?"
- Estimated time: about 45 to 60 minutes, including reading, the guided questions, and a brief whole-class share-out.
Perspective-Taking with Primary Sources: The Rio Grande
A short primary source analysis activity for 6th graders that pairs a 1904 U.S. Reclamation Service report with a 1923 Pueblo Council appeal to show how two groups viewed the same river differently. Students build perspective-taking, close reading, and source-analysis skills through guided questions and scaffolded context, making it a good fit for a single 45 to 60 minute class block or small-group work.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free