Using Primary Source
Images
Heather Balsley and Krissy Schleicher
Why use REAL images?
Studies have shown that students connect more
with REAL images than they do with cartoon-y
type stuff.
Even very young students (pre-school and
younger) still prefer real images.
Images are the most accessible to ESL/ELL/SPED
students.
Photograph Module &
Analysis Tool
To access the Module, go to the Professional
Development section of the Teachers’ Page.
The analysis tools can be found on the “Using
Primary Sources” tab.
Analysis tools can be filled out online (and then
emailed, printed, or saved) or printed off for
students to fill out.
Using as an intro / focus /
notes / writing starter
Use as a warm-up to start off class and get
students thinking!
Incorporate images into your existing sets of
notes and challenge kids to go deeper with their
understanding.
Images are a GREAT jump-off tool for writing
prompts and activities.
Crop-It Tools
Use these tools to help your students focus in on
specific parts of an image. This forces students
to think instead of trying to find the “right”
answer.
There are several different sets of questions – or
you can make your own!
Alternatives for younger students
Zoom-In
Small parts of the image are revealed one at a
time
Questions are asked as each part of the image
is revealed
Example – Manifest Destiny
Sorting Activity
Depending on the size of the class, the instructor
picks primary sources from 5-6 different topics.
Students sort themselves into groups – the
instructor doesn’t give any feedback on what
the groups are
It’s always interesting to see how the students
group themselves!
Silent Conversation
This activity requires students to analyze images
AND write!
Students work with a partner to analyze an
image, but they cannot talk – they can only
communicate by writing notes.
Students must answer the questions that are
provided to them.
You can start off with “IDK,” but you can’t end
there!
Image Puzzle
Very similar to Zoom-In, but set up in a slightly
different way
Boxes are placed on the photograph
The instructor orders the boxes so that the last
part of the image that is revealed is the most
important/the biggest giveaway
Sequencing/Timelines
Students sort images into timelines or the correct
sequence
Can either be used as a review or as a pre-test
Students must analyze the images to figure out
not only what they are about, but their
appropriate place in the historical context (or
narrative context, etc.)
Animoto
This is a fun way to incorporate primary sources
images and technology!
Animoto is basically a jazzed-up Powerpoint –
BUT the piddly stuff is taken out of the hands of
the students
EXAMPLE
Sensory Exploration
Students must pretend to be in the image and
explain what they would experience with their
five senses.
This is a GREAT activity for younger students!
This activity requires the students to immerse
themselves in History and step into the shoes of a
historical figure/character.
Chatterpix
This is a fun app that uses images as a starting
point!
Students come up with short speeches that a
famous historical figure/character would say,
then they can put those words in the mouth of
the person!
Example
Dramatization/Tableau
Students can act out what is going on in the
primary source image.
As a variation, students can work in groups to
figure out what would have been going on in
the scene right BEFORE the image was created.
Then students can act out that scenario, and
freeze into place when they finish on the actual
scene from the image.
Then and Now
Use images to compare different aspects of life
in History – from then and now
This is a FANTASTIC way to use primary source
images with very young students.
Captions and Speech
Bubbles
Have students add captions to primary source
images OR put speech bubbles next to
character’s faces.
This is a great way to check your students’
understanding of the image – do they really
know what’s going on there?
Fact or Crap
After you have gone over a specific
event/topic/person, pull up a primary source
image of that same topic.
Have the students compare the information
they have learned with the primary source
image – is it fact or crap?
Example – Paul Revere’s engraving of the
Boston Massacre
Our Recommendations
 http://memory.loc.gov/ammem/fsachtml/fsowhome.html
 http://memory.loc.gov/ammem/collections/ecology/
 http://memory.loc.gov/ammem/bbhtml/bbhome.html
 http://www.loc.gov/teachers/classroommaterials/connections/cuneiformtablets/
 http://www.loc.gov/teachers/classroommaterials/connections/franceamerica/
 http://www.loc.gov/teachers/classroommaterials/connections/manzanar/
 http://www.loc.gov/teachers/classroommaterials/connections/panoramicphotographs/
ON YOUR OWN…
Find an image on the Library of Congress
website that you could use with one of the
above activities.
Try to find something that pertains to your
content/material.
Share and Wrap-Up
Bridge Activities for next time:
Analyzing Primary Sources: Maps (Online
Module)
Create either an Image Puzzle or a Zoom-In
Activity
Remember to keep track of all of your points (for
the sessions and bridge activities) on the log!