Trace Public Requests and Government Decisions

Browse free resources · Start the Hetch Hetchy inquiry

Help students trace who asks a government institution to act, distinguish a proposed bill from an enacted law, and explain what the sources leave open. Includes models, practice, checks and focused next tasks.

For selected Grades 6–8 learners who can read or listen to short attributed sources and explain an answer with a detail. All files are free; no account or payment is required.

Teach the civic distinction

Model a request about an existing permit, compare executive and legislative requests, then read an August 1913 proposed bill beside the December approved Act. Students explain the legal grant and map-approval condition without assuming construction occurred. Two 35–45 minute lessons are planning estimates.

Student materials

Begin with the starting task and context packet. Use the independent Merced inquiry and separate Widows and Orphans check after teaching. Give only the selected next task; save the Massachusetts follow-up and Maine revisit for later.

• Hetch Hetchy context and sources: Printable PDF · Adaptable HTML text
• Trace a first public request: Printable PDF · Adaptable HTML text
• Requests bills and government decisions: Printable PDF · Adaptable HTML text
• Follow a request about irrigation: Printable PDF · Adaptable HTML text
• Check a request for a Senate vote: Printable PDF · Adaptable HTML text
• Choose a focused civics practice task: Printable PDF · Adaptable HTML text
• Recheck two requested government actions: Printable PDF · Adaptable HTML text
• Revisit a request after House passage: Printable PDF · Adaptable HTML text

Teacher preparation answers and response guidance

• Start a Hetch Hetchy civics inquiry: Printable PDF · Adaptable HTML text
• Teach and respond to the civics inquiry: Printable PDF · Adaptable HTML text
• Plan the next civics teaching step: Printable PDF · Adaptable HTML text
• Source credits and classroom copying: Printable PDF · Adaptable HTML text

Original sources

The source packet supplies readable paraphrases and exact short excerpts. Full scans and the government PDF are available here and in the classroom ZIP, so the tasks do not require archive-site access.

• Graffort Original 1
• Hypatia Original 1
• Hypatia Original 2
• Maine Original 1
• Massachusetts Original 1
• Massachusetts Original 2
• Merced Original 1
• Raker Act
• Raker Bill Original
• Widows Original 1

Related teaching

• Read Maps and Explain Change with Evidence — Use historical maps when the next goal is observing geographic change and explaining it with evidence; those tasks assess a different demand.
• Evaluate a Web Source’s Credibility — Use source-credibility teaching when learners need help attributing a claim or explaining what a source can support.
• Distinguish Claims, Reasons, and Relevant Evidence — Use claim, reason and evidence teaching when learners need to separate a writer’s argument from a documented government action.
• Check for Understanding and Choose the Next Step — Use the civics guide’s institution, action, status and evidence-limit criteria to plan a next task and recheck.
• Substitute Handoff and Independent-Work Pack — Hand off familiar independent work only after the civic terms and local work routines have been taught; keep teacher keys separate.
• Clear Directions and Language-Support Pack — Choose neutral read-aloud, clear steps or spoken responses while leaving the institution and status choices to the learner.
• Hetch Hetchy Civic Inquiry — Choose the starting task, teaching sequence and complete classroom collection.

Sources and classroom use

The six National Archives petition and resolution records state Use: Unrestricted. The congressional bill and enacted statute are federal government works. The packet identifies originals, dates and item records; its source cards are attributed paraphrases with short exact excerpts. Keep credits with classroom copies. Read source credits and reuse guidance.

Selected petitions do not represent everyone affected, and none supplies an Indigenous-authored position on this bill. National Park Service background supplies limited context about longstanding Indigenous use of the valley. A request does not prove official action; an authorization does not prove construction or benefits. Classroom effectiveness has not been established.

Original teaching text may be copied or adapted for classroom use under the Terms of Use. Keep answers with the teacher. Report a resource issue.