Motion Picture Analysis Worksheet
Step 1. Pre-viewing
0
A.
Title of Film:
Record Group Source:
B.
What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on the
title of the film. List some people you might expect to see based on the title of the film.
People
Concepts/Ideas
1.
1.
2.
2.
3.
3.
Step 2. Viewing
A.
Type of motion picture (check where applicable):
r Animated Cartoon
r Documentary Film
r- Newsreel
r Propaganda Film
B.
Physical qualities of the motion picture (check where applicable):
r- Music
r Narration
r- Special effects
r- Color
/
C
r- Theatrical short subject
r- Training film
r- Combat film
r- Other
r- Live action
r- Background noise
r- Animation
r- Dramatizations
Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What is
the mood or tone of the film?
Step 3. Post-viewing (or repeated viewing)
A.
Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.
R.
What is the central message(s) of this motion picture?
C.
Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths and
weaknesses?
How do you think the filmmakers wanted the audience to respond?
D.
I
E.
F.
Does this film appeal to the viewer's reason or emotion? How does it make you feel?
How do you think the filmmakers wanted the audience to respond?
1.
2.
G.
H.
Write a question to the filmmaker that is left unanswered by the motion picture.
How do you think the filmmakers wanted the audience to respond?
II
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
•
Photo Analysis Worksheet
Step 1. Observation
A. Study the photograph for 2 minutes. Form an overall impression of the photograph and then examine individual
items. Next, divide the photo into quadrantes an study each section to see what new details become visible.
B.
Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Step 2. Inference
Based on what you have observed above, list three things you might infer from this photograph
Ste p 3. Questions
A.
What questions does this photograph raise in your mind?
B.
Where could you find answers to them
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
Poster Analysis Worksheet
1.
What are the main colors used in the poster?
2.
What symbols (if any) are used in the poster?
3.
If a symbol is used, is it
a.
clear (easy to interpret)?
b.
memorable?
c.
dramatic?
4.
Are the messages in the poster primarily visual, verbal, or both?
5.
Who do you think is the intended audience for the poster?
6.
What does the Government hope the audience will do?
7.
What Government purpose(s) is served by the poster?
8.
The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
I
I
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
•
.441IL The LIBRARY of CONGRESS
LYRICAL T .FGACY
znkinza6-olizt Songs
AS HISTORICAL ARTIFACTS
ILLUSTRATION
LYRICS
MUSIC
Look at the
physical format
and graphical elements.
What people,
places, and events
are mentioned?
What do you notice
about the music
(fast, slow, catchy, dull)?
What are your
personal reactions
to the lyrics?
What emotions
might this song
produce when
sung or played?
What do you see?
•
What are your
personal reactions
to the images?
Why do you think the artist(s) wrote this song?
What clues do you find to suggest this?
For what audience was the song written?
Why is the music important to this song?
•
What does the song tellyou about what life was like during this period in history?
WHAT MORE DO YOU WANT TO KNOW, AND HOW CAN YOU FIND OUT?
www.loc.gov /teachers/lyrical
Sound Recording Analysis Worksheet
Step 1. Pre-listening
A.
Whose voices will you hear on this recording?
I
B. What is the date of the recording?
C.
Where was this recording made?
Step 2. Listening
A. Type of sound recording (check one):
C
Policy Speech
c
Convention proceedings
C
Congressional Testimony
C
Campaign speech
r News report
C Arguments before a court
C•
C Panel discussion
Interview
(• Entertainment broadcast
C
B.
C Other
Press conference
Unique physical qualities of the recording
1--- Music
r Live broadcast
fl
Narrated
r- Special sound effects
I
1-- Background soun
C.
What is the tone or mood of this recording?
Step 3. Post-listening (or repeated listening)
A.
List three things in this sound recording that you think are important:
1.
2.
3.
B.
C.
Why do you think the original broadcast was made and for what audience?
What evidence in the recording helps you to know why it was made?
1
D. List two things this sound recording tells you about life in the United States at the time it was made:
1.
2.
E. Write a question to the broadcaster that is left unanswered by this sound recording.
F. What informatioin do you gain about this event that would not be conveyed by a written transcript? Be specific.
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
•
Written Document Analysis Worksheet
1.
2.
TYPE OF DOCUMENT (Check one):
r
Newspaper
C
Map
('
Advertisement
C
Letter
Telegram
('
Congressional Record
r
Patent
C
C
Press Release
('
Census Report
C
Memorandum
C
Report
C
Other
I
UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):
I— Interesting Letterhead
r
I— Handwritten
f— "RECEIVED" stamp
I— Typed
I— Other
Notations
1--- Seals
3.
DATE(S) OF DOCUMENT:
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
POSITION (TITLE):
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the auther said that you think are important:
B. Why do you think this document was written?
C. What evidence in the document helps you know why it was written? Quote from the document.
D. List two things the document tells you about life in the United States at the time it was written.
E. Write a question to the author that is left unanswered by the document:
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
I
•
Cartoon Analysis Worksheet
Level 1
Visuals
1.
Words (not all cartoons include words)
List the objects or people you see in the cartoon.
1.
Identify the cartoon caption and/or title.
2. Locate three words or phrases used by the cartoonist
to identify objects or people within the cartoon.
3.
Record any important dates or numbers that appear in
the cartoon.
Level 2
Words
Visuals
2. Which of the objects on your list are symbols?
4.
Which words or phrases in the cartoon appear to be
the most significant? Why do you think so?
3.
5.
List adjectives that describe the emotions portrayed
in the cartoon.
What do you think each symbol means?
Level 3
A.
Describe the action taking place in the cartoon.
B.
Explain how the words in the cartoon clarify the symbols.
C.
Explain the message of the cartoon.
D.
What special interest groups would agree/disagree with the cartoon's message? Why?
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
Artifact Analysis Worksheet
1.
TYPE OF ARTIFACT
Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton,
plastic, other material.
2.
SPECIAL QUALITIES OF THE ARTIFACT
Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.
3.
USES OF THE ARTIFACT
A. What might it have been used for?
B. Who might have used it?
C. Where might it have been used?
D. When might it have been used?
4.
WHAT DOES THE ARTIFACT TELL US?
A. What does it tell us about technology of the time in which it was made and used?
B. What does it tell us about the life and times of the people who made it and used it?
C. Can you name a similar item today?
5.
I
BRING A SKETCH, A PHOTOGRAPH, OR THE ARTIFACT LISTED IN 4C ABOVE TO CLASS.
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
•
Map Analysis Worksheet
1.
TYPE OF MAP (Check one):
C
Bird's-eye map
C' Topographic map
(--
Artifact map
C' Political map
C Satellite photograph/mosaic
C' Contour-line map
C' Pictograph
C Natural resource map
C
Weather map
C
C
Other
C
2.
Raised Relief map
Military map
UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more):
r
Compass
I--- Name of mapmaker
r-
Handwritten
r Title
r-- Legend (key)
r- Other
r-- Date
r Notations
r- Scale
3.
4.
5.
6.
DATE OF MAP:
CREATOR OF THE MAP:
WHERE WAS THE MAP PRODUCED?
MAP INFORMATION
List three things in this map that you think are important.
A.
1.
2.
3.
B.
Why do you think this map was drawn?
C.
What evidence in the map suggests why it was drawn?
D..
What information does this map add to the textbook's account of this event?
E.
Does the information in this map support or contradict information that you have read about this event? Explain.
F.
Write a question to the mapmaker that is left unanswered by this map.
Designed and developed by the
Education Staff, National Archives and Records Administration,
Washington, DC 20408
■
ORIZA;),.
..-"'N .,,
J
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70`‘
Thinking About Maps
What else do I want to know?
PROPAGANDA ANALYSIS WORKSHEET
1. Describe the format of the propaganda:
poster
song
brochure
story
advertisement
other (describe):
movie
2. What is the intended audience?
3. What propaganda techniques are used?
•
name calling
testimonial
glittering generalities
plain-folks
euphemisms
band wagon
transfer
fear
4. What visual images, if any, appear in the propaganda? What do these images
symbolize? What emotions do they seek to arouse?
Image
Emotions
Symbol
5. What are the key words used? What emotions do those words seek to arouse?
6. What is the purpose of this propaganda? What is it trying to get people to do or feel?
7. On a scale of 1 (very ineffective) to 5 (very effective), rate the effectiveness of this
propaganda?
1
•
2
3
4
5
Why did you give the propaganda that rating?
http://nationalhistoryday.org/03_educators/2001-2002curbook/new_page_46.htm
•
Photograph Analysis Sheet
You are an historian examining the primary source documents assigned to you.
Based on the primary source and the knowledge that you bring to this
examination, what deductions can you make about the period, issue, and/or
event?
OBSERVATIONS
KNOWLEDGE
DEDUCTION
(Notes on what you see;
your details should help
someone who has not
seen the image to
visualize it.)
(Prior knowledge based
on experience or study.)
(What you can infer or
conclude.)
•
What questions does this primary source raise? What else would you need
to know?
•
An
Adventure of the American Mind
Joining Educators and Students with Library of Congress Resources
Photo Analysis Activity Ideas
Historical
Example: Family History Project
Before the children bring in family photos, both current and past, do an analysis
exercise with them using an American Memory photo.
•
Analysis Exercise
Show an example photo and have the teachers participate in the analysis activity as if they
are in the shoes of their students.
1. The exercise should begin with a group discussion focused on "What is a
photograph?" and/or "What is a portrait?"
2. Begin looking at the photograph, without any conversation among the group. You
might have the teachers look at the image for a set amount of time before beginning
any discussion.
3. Have the teachers write down their observations before the discussion begins. Focus
the observations by using the following framing questions.
■ What do you know?
■ What do you think you know?
■ What would you like to know more about?
4. Use these questions to guide the teachers through the analysis process. (An example
of a guiding question is "Why do you think the woman in the portrait is rich?"
followed by "Why do you think so?")
Further Analysis
With older students this activity could be expanded by exploring such questions as:
■ who created the image
■ the era in which the image was created
■ why the artist might have produced the image
■ the elements and principles of art available to the image maker and how they
were used to convey meaning (example: composition, light, texture, etc.)
Photos Suggested
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Wendy Fusco
.
American Memory
Portrait )f Mrs. Wyckoff
CALL NUMBER
LC-H812- 2655
DIGITAL ID
the 5a37222
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Floyd Burroughs, cotton
sharecropper.
CALL NUMBER
LC-USF342- 008138-A
DIGITAL ID
ppmsc 00244
Revised: October 7, 2003
Historical
Analysis Exercise
Show an example photo and have the teachers participate in the analysis activity as if they
are in the shoes of their students.
1. The exercise should begin with a group discussion focused on objective analysis of
the photo only. (Limit the description to what can be learned from the image itself,
observing what is in the photograph without interpretation of feelings, beliefs,
predictions, prior knowledge, etc)
2. Have the teachers write down their observations before the discussion begins. Focus
the observations by using the following framing questions.
■What do you see?
■How are they dressed?
■What are they doing?
■What is similar and different among the people?
■How would you describe the setting?
■What questions do you have?
3. Use these questions to guide the teachers through the analysis process.
4. Using the same photograph, have teachers focus on deductive observations to draw
logical inferences based on prior knowledge of the people and what they are doing,
the time, and the place.
Further Analysis
With older students this activity could be expanded by exploring such questions as:
■who created the image
■the era in which the image was created
■why the artist might have produced the image
■the elements and principles of art available to the image maker and how they
were used to convey meaning (example: composition, light, texture, etc.)
Photo Suggested
American Memory
Joseph Burkholder family
moving to their new
house: leaving the sod
house.
DIGITAL ID
ndfahult b102
Photo Summary
Joseph Burkholder family on the west side of Teddy Township in Towner County, N.D., five miles
east of Rock Lake. From left to right are Ernest, Joseph, Levi, Harvey, Annie, Dallas, Jacob, and
Verne. Harvey is in a baby carriage, Ernest is seated on a white horse, and Verne is seated on a black
horse. There is also a black dog with the family. In the background, there is a tarpaper shack with
sod piled against one wall, and some sod on the roof There are two doors, a window and a
stovepipe showing. Also pictured is a washtub and three barrels. On the right side of the picture is a
large wooden building.
Joseph and Annie (Reed) Burkholder were homesteaders from Iowa. The photograph was taken the
day the family moved from the sod house to the large square two story house, one half mile east, to
the opposite side of the homestead quarter.
-
Wendy Fusco
An Adventure of the American Mind
Revised: October 7, 2003
Diverse Perspective — Editorial Cartoons
Analysis Exercise
Show an example photo and have the teachers participate in the analysis activity as if they
are in the shoes of their students.
1. The exercise should begin with a group discussion focused on "What is a cartoon?"
followed by "What is an editorial cartoon?"
2. Begin looking at the cartoon, without any conversation among the group. You might
have the teachers look at the image for a set amount of time before beginning any
discussion.
■ Have the teachers write down their observations before the discussion begins.
Focus the observations by using the Cartoon Analysis Worksheet
3. Use these questions to guide the teachers through the analysis process.
Photos Suggested from http://lcweb.loc.gov/exhibits/oliphant/oliphant.html
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The Library of
Congress
1998
Watercolor, acrylic,
ink and pencil on
artist board
Swann Fund
Purchase
But first, let's
hear your position
on the Alaska
pipeline
and independent
gas distributors!'
June 5, 1973
Ink over pencil with
paste-ons on
duoshade paper (2)
LC-USZ-62-120039
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Watchdog
December 21,
1982
Ink over pencil on
layered paper (14)
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An Adventure of the American Mind
ma v mi
—■■
- 7- -
s -anua
'Hold steady,
men—our show
of unity
seems to have
them
bamboozled.'
December 17,
1980
Ink, brush, and
white out over
pencil on duoshade
paper (10)
LC-USZ-62120052
Revised: October 7, 2003
Diverse Perspective — Faces
Analysis Exercise
Show an example photo and have the teachers participate in the analysis activity as if they
are in the shoes of their students.
4. The exercise should begin with a group discussion focused on "What does a facial
expression reveal about a person?"
5. Begin looking at the photo, without any conversation among the group. You might
have the teachers look at the image for a set amount of time before beginning any
discussion.
■ Have the teachers write down their observations before the discussion begins.
Focus the observations by using the Photo Analysis Worksheet
6. Use these questions to guide the teachers through the analysis process.
ested
American Memory
American Memory
Blackfeet, Mont.
CALL NUMBER
X-31104
DIGITAL ID
codhawp 10031104
Abraham Lincoln
CALL NUMBER
LC-B816- 1321
DIGITAL ID
cwp 4a40821
American Memory
Child at a child care
center
CALL NUMBER
LC-USW3- 031875-C
DIGITAL ID
fsa 8d38509
Diverse Perspective — Objects
Analysis Exercise
Show an example photo of a unique object
1. The exercise should begin with a group discussion focused on "What do you think
the object is?" followed by "What do you think it was used for?"
2. Before engaging in discussion have the teachers write down their hypotheses.
3. Guide the teachers through the analysis process.
American Memory
Tool used in nickel
counterfeiting
DIGITAL ID
ichicdn n009152
Wendy Fusco
An Adventure of the American Mind
American Memory
Butter form
CALL NUMBER
AFC 1999/008 CRFTE-0040-02
DIGITAL ID
afccmns tec04002
Revised: October 7, 2003
•
Analysis Exercise
Show example photos and have the teachers participate in the analysis activity as if they are
in the shoes of their students.
1. Ask the teachers to answer the following questions:
a. What is the purpose of the advertisement/drawing?
b. What stereotypical message is being relayed with the advertisement?
2. Compare and contrast these advertisements with contemporary advertisements that use
similar subjects as either logos or as a part of the product they are selling.
3. Discuss how this stereotyping influences how certain people are portrayed.
Photos Suggested
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The Hunters Three and
ONT; Clark's O.N.T.
Spool Cotton
DATABASE
NUMBER
A0609
American Memory
"Which Color is to be
Tabooed Next?"
CALL NUMBER
MTP/HW: Vol. 26: 192
DIGITAL ID
cubcic brk7179
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The Chinese Must Go!
CALL NUMBER
no.93 pages 648-649
DIGITAL ID
cubcic brk1794
American Memory
Woman's sphere cartoon
DIGITAL ID
n7140 rbnawsa (p)
7.0,‘
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Propaganda
Analysis Exercise
Show example photos and have the teachers participate in the analysis activity as if they are
in the shoes of their students.
1. Ask the teachers to answer the following questions:
a. What is the purpose of the posters?
b. What message is being relayed with the posters and why?
2. Compare and contrast these posters with contemporary posters and television
advertisements that use tactics to sell an idea or concept.
Photos Suggested
American Memory
Salvage scrap to blast
the jap
CALL NUMBER
POS - WPA - WASH
.P45, no. 1
DIGITAL ID
cph 3b49009
Wendy Fusco
STAMP
'EM MT/
n.4.9—
111.S.STAMPS
—412EIN1,5
An Adventure of the American Mind
American Memory
Stamp 'em out : Buy
U.S. stamps and bonds
CALL NUMBER
POS - WPA - LA .B88,
no. 3
DIGITAL ID
cph 3b49042
Revised: October 7, 2003
Everyday History New
Free for All Americans
Today's Date
"Student Name" born today
Insert text here
Student
Photo here
"Student Name" makes big contribution
Insert text here
"Historical Event" in Year ???"
Insert text here
"Source Document" tells story ...
Insert text here
"Historical Event" changes history
LOC photo
here
Insert text here
•
Photos & Perspectives of the Civil War — Project Introduction & Assignments (10/04)
1 of 2
ARAT
id cation foundacks1
Project Introduction & Assignments
Introduction
You have been transported back in time to the Civil War era (1861-1865). You are a news
reporter for one of the following newspapers: Gettsyburg Gazette, Antietam News,
Petersburg Monthly, Richmond Reporter, or the Appomattox Free Press. You and three
other journalists on the staff have been assigned to report on the status of the war.
Collectively you will publish this month's war feature. Individually, you will each report on
one of the sections listed below.
People in the News Assignment
The features editor for the People in the News section has given you an assignment to
write a feature article on one or two important individuals. Select one or two people from
the list below and write a 250-300 word article that has a "slant" based on the perspective
of your hometown newspaper. Before you write your feature article, you will need to do
some research (see Resources section online).
•
General Ulysses S. Grant
• Clara Barton
•
General Robert E. Lee
• Mathew Brady
•
Robert Gould Shaw
• General William Tecumseh Sherman
•
Rose O'Neal Greenhow
• General George McClennan
Lifestyle Assignment
The features editor for the Lifestyle section has given you an assignment to write a feature
article reporting on the lives of soldiers during the Civil War. Select two of the categories
listed below and write a 250-300 word article that captures the viewpoint/perspective of
your hometown newspaper. Before you write your feature article, you will need to do some
research (see Resources section online).
•
Dining
•
Prisons
• Hospitals
Content Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
www.americanmemory.orq
Photos & Perspectives of the Civil War — Project Introduction & Assignments (10/04)
2 of 2
ear .
On the Battlefield Assignment
You are a war correspondent and have been assigned to write a 250-300 word news article
reporting on one of the battles listed below. Be sure that your article captures the
viewpoint/perspective of your hometown newspaper. Before you write your news article,
you will need to do some research (see Resources section online).
•
First Battle of Bull Run, 1861
• Battle of Antietam, 1862
•
Gettysburg Campaign, 1863
• Siege of Petersburg, 1864
•
Fall of Richmond, 1865
African American Soldiers Assignment
The features editor for the African American Soldiers section has given you an assignment
to write a 250-300 word feature article on the involvement of African Americans in the war,
who were allowed to fight for the United States Army for the first time. Although they were
soldiers, African Americans were placed in segregated units that saw little combat; they
also did not have the same benefits of as white soldiers. Be sure that your article has a
"slant" based on the perspective of your hometown newspaper. Before you write your
feature article, you will need to do some research (see Resources section online).
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
www.americanmemory.orq
RAT
foundation
•
B a for...
A Ls
An ABC
Election - Inauguration
Book
Created by Steve Susbe.icz
Digital Preservationist
anticipation.
Bible.
This crowd from Chicago is anticipating
the results of the 1916 election.
All Presidents of the United States
are sworn in on the bible.
Democrat.
" excitement.
Howard Dean could not control
his excitement while campaigning.
M Adventure of the American Mind
crowd.
There was a large crowd at
FDR's inauguration address in 1941.
•
John Kerry is the Democratic
nominee for president.
Florida.
Generals.
We all remember what,happened in
Florida during the last election.
These men were all Generals
before they became President.
hope.
FDR
ught hope to the nation
in one of its darkest hours.
1
J s for.
Is for.
inaugural address.
Each newly inaugurated president
gives an inaugural address.
January.
keepsake.
The newly elected president is
inaugurated on January 20o..
These keepsakes are from various
inaugural ceremonies and balls.
mistake.
laughing.
Everyone needs a good
laugh every once in a while.
Sometimes the press makes
a mistake when reporting
on the results of the election.
November.
The presidential election is
held on the first Tuesday after
the first Monday in NoVember.
P is for...
Oval Office.
This is where the President
performs his duties.
presidential debate.
quiet.
The presidential debate is where
the country hears the candidates'
thoughts on important issues.
President Coolidge was well
known for his quiet nature.
2
•
Republican.
suffrage.
train.
President Bush is the Republican
nominee for President.
Women received the
right to vote in 1920.
Some presidential hopefuls
campaign from trains.
w.,
•
YOU
Uncle Sam.
Uncle Sam wants you to vote.
White House
The White House is the residence of
the President of the United States.
vote.
Everyone should vote in
the presidential election.
Z is for...
Ralph Nader, H. Ross Perot (two elections), John B.
Anderson, Eugene J. McCarthy. John G. Schmitz,
Henry A. Wallace, Norman Thomas (six elections),
Eugene V. Debs (five elections), A. L. Benson,
John M. Palmer, Joshua L
'ng, John Bidwell,
inton B. Fisk, Alson J.
s"' Benjamin F. Butler,
hn P. St. John, J
eaver, and Peter Cooper
•
"x" marks the spot.
youngest.
Ballots used to be marked with an "x."
JR' the youngest
President of the United States.
zero electoral votes.
These men received zero electoral
votes in presidential elections
(some more than once!).
3
•
America At Play
5MI
mosiN4'
•
soul&
• 1S14iC4,JOINSI„.,„ , 2 :
•
•
Writing Prompt Template
Insert class (teacher Name) & date
Insert Name
Insert Text Prompt here, if Required...
Paragraph #1/Introduction
Insert Photo Here
Paragraph #2
Paragraph #3
Paragraph #4
Paragraph #5
AAM-Brevarci College
- 21 -
Insert picture here.
Writing Prompt Template
AAM-Brevard College
- 23 -
•
Insert same picture here.
AAM-Brevard College
- 24
-
•
My Visual Vocabulary Lesson
Enter Date Here
Enter Student Name Here
Insert Picture Here
Enter Word Here
Use the word in a sentence here.
Insert Picture Here
Enter Word Here
Use the word in a sentence here.
Insert Picture Here
Enter Word Here
Use the word in a sentence here.
Insert Picture Here
Enter Word Here
Use the word in a sentence here.
AAM-Brevard College
- 27 -
•
Lesson 5 Photo 'Round Robin'
Ask each student to bring in a photo (related to a topic chosen by the teacher) that they have downloaded
and printed from the Internet. Play "round robin" in which the first student shows the photo and the second
has to identify/describe it. Then the first student can explain what it represents and the class can compare the
two interpretations. Are the first student's explanations enriched by the second student's observations?
Continue until all students have shared their chosen image.
Example: Students will choose and print a picture from the Library of Congress American Memory
Collections that represents the Depression Era to them. Complete the Photo "Round Robin" activity to
enhance students' understanding of the topic and to promote visual literacy skills and classroom discussion.
•
Cover page photo credits (clockwise from top left):
1. Dispossessed Arkansas farmers. Library of Congress,
Prints & Photographs Division, FSA-OWI Collection, [LC-USF34-002327-C DLC]. 2.
Migrant Mother. Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [LC-DIG-fsa-8629516 DLC]. 3. German Air
Raid. Library of Congress, Prints & Photographs Division,
[LC USZ62 93161]. 4. Thoreau's Cove, Walden Lake. Library of Congress, Prints
5. Migrant mother and child. Library of Congress, Prints & Photographs
-
-
and Photographs Division, Detroit Publishing Company Collection.
Division, FSA-OWI Collection,
•
[LC USF34 032211 D DLQ.
-
-
-
Apple photo credit:
Library of Congress, Prints & Photographs Division, FSAOWI Collection, [reproduction number,
AAM-Brevard
Page 28
LC USF33 012441 M4 DLCi
-
-
-
Images Draw You In: A Warm-Up Activity
Instructions
Essential Questions:
How do primary sources challenge and inspire our memory, reason and imagination?
Understanding Goal:
Our understanding of history is in a constant state of revision.
Images Draw You In:
Instructor will:
1. Place print outs of a variety of images in sheet protectors with bibliographic information
on a table or other easily accessible display area.
2. Print out a variety of questions and organize the questions into groupings of about 10.
3. Provide teachers with a copy of a description of Bloom's Taxonomy.
4. Provide teachers with a copy of all of the questions used in the activity.
Participants will:
1. Choose an image that connects to something they teach or interests them
2. Choose a question from a group of questions. The question should be one that the
participant feels will draw students into the content of the picture. Participants have the
option of writing their own question or adding to some of the prewritten questions.
3. Share their image and the question they chose with a small group of participants.
4. In groups, organize the questions from the most concrete to the most abstract. There is
always leeway in this activity as questions' complexity changes based on the image
being examined.
5. Discuss how the ordering of their questions matches Bloom's Taxonomy.
6. Discuss how this activity could be differentiated to reach different learners. Possible
suggestions might include:
a. Giving different students different questions but the same image
b. Giving different students the same question but different images
7. Discuss how participants might use this activity in their classroom. Possible suggestions
might include:
a. Using it as a warm-up to a lesson on a new topic
b. Using it as an informal evaluation tool
See http://vvww.aamnva.org/program/workshp/one/elem Warmup/index.html
and http://www.aamnva.org/prodram/workshp/one/sec warmup/index.html
•
What would you expect to hear if you were where this picture
was taken?
SYNTHEST
What objects could ,be placed into this picture that would,
belong?
,
Give a new title to this picture. Why did you choose that title?
If you were the
feel?
in this picture, how would you
How does this picture make you feel? Why do you think that is?
How could you act out the things you see in this picture?
If this picture were in color, what colors would you expect to
see?
What smells would you expect to smell if you were where this
picture was taken?
,
Write a caption for this picture that you feel explains what this
picture is about.
Create a new picture that shows what happened right before
this picture was taken.
Turn the picture over and draw what you remember of this
picture.
What if in this picture,
What chapter in your textbook would this picture belong in?
EVALUATION
Where might this picture have been taken? What makes you
think that?
When do you think this picture might have been taken? What
makes you think that?
Is this picture a good example of a
? Why or why not?
Do you think this is an important picture to study? Why or why
not?
in the picture.
Is this picture new or old? What makes you say that?
Is this picture happy or sad? What makes you say that?
might be in this picture.
•
(superlative)
In this picture, what is the
•
-est? or the most
What is the most important object in this picture? What makes
you say that?
Who is the most important person in this picture? What makes
you say that?
Cover half of your picture. How does this change what the
picture is about?
What could you change in this picture that would give the
picture a new idea?
Estimate how many
What don't you see in this picture that you think you should
see?
ANALYSIS
Choose one object in this picture and list as many adjectives as
you can to describe it.
What might the objects in this picture be saying?
What might the people in this picture be saying?
List 3-5 questions you have about this picture?
Estimate how many buildings might be in this picture.
What do you think this is a picture of? What makes you think
that?
COMPREHENSION
Circle all the people with
" in this picture.
do you see in this picture?
How many
List all the objects that start with "
you see in this picture.
List all the
If you could talk to one of the people in this picture, what would
you say?
What might happen next in this picture? What makes you think
that?
List the different shapes you see in this picture.
How many people do you see in this picture?
APPLICATION
KNOWLEDGE
Sample Questions for an Image Warm-up
Historical Sleuthing "Life in a Box" Instructions
Essential Question:
How do primary sources invite students to ask questions and make discoveries?
Understanding goal:
Through inquiry primary sources are clues or pieces of data used to articulate and support an interpretation.
Primary sources vary in levels of ambiguity, abstractness, and complexity.
What's In Your Pocket?
Participants will:
1. Choose an item from their pockets, purse, or bag that tells something about them.
2. Introduce themselves to a partner, someone new who they haven't really met before.
3. Share object with their partner. Explain object in an objective way.
4. Partner may ask 1 question and then should discern / hypothesize from object and clue what object
says about that person.
5. Listener makes a hypothesis about what the object means in the partner's life.
Life in a Box
Instructor will:
Set out boxes filled with primary sources about one individual. Depending on size of group, participants may
share one box, a pair, or individually. (Bell, Edison, Jefferson, Douglas, Stanton, Robinson) Boxes will be
differentiated according to reading ability and bibliographic record clues. Red=most challenging, Blue=average
difficulty, Green=least challenging
Participants will:
1. Examine items in number# order from one of the boxes presented by the instructor. Lowest # number is
most difficult primary source clue. Start with lowest #.
2. Describe the objects found in the box using a worksheet (examples attached).
3. Make an educated guess / hypothesis about who these objects might have belonged to.
4. Discuss how the primary sources, give understanding and insight into the individual they belong to.
What new character trait about the individual might be evident from the primary sources? Empathy,
explanation, self-knowledge, perspective, application of knowledge, and interpretation with/of subject
matter.
5. Share findings with large group.
6. Choose one item from the box and regroup according to type of primary source, theme, time period, or
other relevant category.
7. Brainstorm ideas for use of this activity in the classroom. What would students do next to demonstrate
their new understanding of the person? (Product ideas: research paper, body biography, obituary,
What would world be like if? Diary or journal entry.)
See http://vvww.aamnva.org/proqram/workshp/three/life.html
Close with Lincoln's Pocket
Participants will:
Search the LOC site for "What was in Abraham's Lincoln's pocket on the eve of his assassination."
Instructor will:
Ask participants to identify what was in Lincoln's pocket?
Ask what might the contents tell about Lincoln's character, f. ne of mind on that day?
•
Life in a Box Analysis
Name
Confirm
Surprise
Explain how the artifact confirmed what you
already knew about this person.
Explain why you were surprised to see this
artifact in a box about the person.
1.
1.
2.
2.
3.
3.
Question
Add
Write questions you have about the person's
life and/or the artifacts.
Identify artifacts that could be added to the
box to improve the description of this
person's life. Explain why the item should
be added on another piece of paper.
1
1.
2.
2.
3.
3.
•
•
AAMNVA Follow-up Activities to "Life in a Box" 2
•
Where do you stand?
Agree
Disagree
The teacher leads this activity before and after looking at the boxes.
The teacher will:
1. Make a line (using masking tape or string) along the classroom/hallway floor with
one end marked "Agree" and one end marked "Disagree".
2. Make a generalized statement to the students about specific roles of people such as
inventors or reformers or make a generalized statement about specific people from
a unit of study. For example: Inventors have one good idea and stick to it until they
are done. Or, reformers often get into trouble before they accomplish their goals.
3. Ask students to walk and stand at a location along the continuum to indicate if they
"Agree" or "Disagree" with the statement.
4. After each statement and the students' repositioning, call on one or two students at
several locations to justify their positions. Ask those who are only partially toward
"Agree" or "Disagree" to explain their hesitation or to tell what it would take to
move them fully one way or the other.
5. Repeat the activity after the Life in a Box activity.
•
Extension Activity: Create a Timeline
1. Assign each student a person from the box activity.
2. Ask students to physically stand on a line to create a timeline of the birth year of
each person from the box activity.
3. Ask students to physically stand on a line to create a timeline of the year their
person made a big accomplishment.
4. Ask students to physically stand on a line to create a timeline of the year of death
for their person.
Class discussion: •
How did the people's lives overlap? Had any of these people known each other? How was
the life of one person connected to the lives of the people that lived before them?
AAMNVA Follow-up Activities to "Life in a Box" 1
Your Life in a Box Student Project
1. Gather 5 primary source items, from your home or backpack, that describe you as a
person. Think about your interests, strengths, accomplishments, things that are
important in your life, and items that show the contributions you have made to your
family, community, and school.
•
2. Order the items from the hardest clue about your life (something most people don't
know about you) to the easiest clue that would lead the viewer of the box to guess
that the box was about your life. Clearly mark the items with a number for the order
the items should be viewed.
3. Bring the box to class on
4. Share your box with a partner. Ask your partner to look at each item in your box in
the correct order. Ask your partner to explain why they think the item is important to
your life.
5. Share why you put the items in the box with your partner. Are there any differences
in the ideas? Ask your partner for suggestions on improving the choice of items or
changing the order to make a challenging box.
6. Place the finished box on the table in classroom.
Life in a Box Class Activity
•
1. Choose a box and determine who the box represents and what the items mean
about the person's life.
2. Introduce the person to the class by sharing each item and explaining what this item
means about this person's life.
3. Ask the real person to correct or confirm the assumptions made by the presenter of
the box.
4. Discuss with the class.
How was working on these boxes like the work of historians or detectives?
What other professions use this type of process?
• What surprised you about someone in this class?
• , How•are the primary sources similar to the Life in a Box activity with the
primary sources from the Library of Congress? How are the primary sources
different?
•
•
•
An
Adventure of the American Mind
Joining Educators and Students with Library of Congress Resources
Word Processing Activity Ideas
Newsletter
Exercise
Convert the typical research paper into a creative newsletter
1. Begin by teaching the basic skills of how to create a header/footer and columns.
2. Have the teachers pick a favorite subject/topic and research on the Internet to find
data to work with for their newsletter.
3. Locate and save images that compliment the data.
4. Demonstrate how to bring the researched data and images together and teach the
basics on copy/paste, inserting and moving images, and working with column
breaks.
5. Give teachers time to develop their newsletters.
6. Brainstorm ways newsletters could be used in the classroom.
Other Suggestions
♦ Discuss the ideas of taking the newsletter and converting it to a brochure.
♦ Create a flyer that summarizes the newsletter into a single phrase.
Newsletter Example
Images from:
Jell-O: America's Most Famous
Dessert (Cookbook)
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la 1845, indastrnhe, tewoto;and piolenthropirt
Peter Cooper. ofrour That* ermine md Cooper
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American Memory
Emergence of Advertising in
America, 1850-1920: Selections
from the Collections of Duke
University
DIGITAL ID
http://scriptorium.lib.duke.edu/
eaa/cookbooks/CK0029/
CK0029-01-72dpi.html
Recipe of the Week
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An Adventure of the American Mind
Revised: December 9, 2003
Adventure of the American Mind
•
Federation of Independent Illinois Colleges and Universities,
National-Louis University Visual Literacy Project
Map Annotation
The strategy employs the idea of annotation as critical commentary to facilitate building cartographic
literacy skills to enhance content learning. The focus is on a single map and involves various exercises
that build to developing a comprehensive annotation.
The tasks follow a progression of expertise and the specific activities can be employed individually or
combined with others at that level of proficiency, or across levels depending upon student progress. This
model is generally a stand-alone activity that builds upon other learning activities and can be used as a
diagnostic or assessment instrument. The strategy has novice being the status of participants when they
advance from one level to another and do the activity for the first time. The activities often involve the
use of other resources, including textbooks, to complete the tasks.
Basic
1. Map reading (leading to introduction in advanced level):
• Students read the map using questions to identify major content and context information. The
answers to each question are arranged into a list.
• Students read map as above and write a summary of their findings.
2. Place and context (leading to reference map activity in advanced level):
• Students read map for location and then find place depicted on a larger geographic map to
identify larger context of geographic location.
• Students read map for location and then find place depicted on larger thematic or topical map to
gain larger spatial context of theme or topic.
3. Item analysis (leading item analysis cutouts in advanced level):
• Students read map using questions to identify and list most important features.
• Students read map using questions to identify and describe most important features.
4. Map drawing (leading to map drawing in advanced level)
• Students review map elements including idea of projections, grid, latitude and longitude, scale,
and compass rose, applying to map under study.
• On a piece of tracing paper or a blank overhead transparency sheet, students trace the map.
Next, they draw a compass rose and other map elements as needed on the tracing paper or
transparency map drawing.
Proficient
1. Map reading:
• Students read map using questions to identify major content and context information. Using
answers to questions, students pose questions to deepen examination of map. Students refer to
textbook and possibly other sources to answer new questions. Students organize answers and
write summary statement explaining map.
• Students do above tasks but include identifying contemporary purpose map in summary.
Students re-title map to describe purpose.
2. Place and context
• Students read map for location. Students research geographic maps and choose most relevant to
act as geographic reference map.
• Students read map for location. Students research geographic maps and choose most relevant to
act as thematic or topical reference map.
•
•
Page 2
3. Item analysis
•
•
Students read map to identify most important features. Students use text and other sources to
write summary description of an important feature.
Students read map to identify most important features. Students use text and other sources to
write description of an important feature that includes analyzing the item from the perspective of
the topic or theme.
4. Map drawing
• Students draw a map using another map as the main reference and a second map as supplement,
including information from both maps.
• Students draw a map as above but including information from the textbook and/or other
sources.
Advanced
1. Map annotation
• Students create an annotation for a map that include title, analytical summary, reference map,
and item analysis insets. Students research information from a variety of sources.
• Students gather information from a variety of sources and draw map and create annotation as
above.
•
American Memory & Me Student Worksheet (12/04)
American Memory & Me Student Worksheet - Introduction
Get started on the Birthday Project!
DIRECTIONS
1. Go to http://www.americanmemory.org/AmericanMemory/index.htm
and click the Today in History link to access this part of the
American Memory section at the Library of Congress website.
2. Use the drop-down menu to select your birthday (month and day),
then click the go button.
3. Review the information and browse the American Memory site by
clicking the links on the page (remember to use your web browser's
Back button to return to the main Today in History page).
4. Answer the questions in Part I and Part II of the American Memory
& Me Student Worksheet.
American Memory & Me Student Worksheet - Part I
In Part I, you'll discover and document important events in
history that happened on your birthday.
Name:
List two to five events that happened in your birth month.
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
American Memory & Me Student Worksheet (12/04)
What type of primary sources did you find? (Circle ALL that
you found.)
Photos
News articles
Video files
Audio files
Journal writings
Advertisements
Maps
Sheet music
Other?
Choose one event that is really interesting to you. Describe
what it might look like and sound like to be present when this
event was happening.
Click a link to a picture from one of the events listed on the
Today in History page for your birthday. Take a close look
at the picture and describe AT LEAST two interesting
details that you discovered. Copy the picture and save it.
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
American Memory & Me Student Worksheet (12/04)
Now write about the event, using the picture as the central
theme. Describe the event in at least five sentences, answering
the following questions with lots of detail.
• What title can you give the event?
• Where did the event happen?
• When did the event happen?
• What happened at the event?
American Memory & Me Student Worksheet - Part II
In Part II, you'll learn that YOU are part of the American
memory, too.
My name is
I was born on
(month)
and am now
(city)
(day)
years old. I was born in
(state)
(year)
(country)
Content © Ba rat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
American Memory & Me Student Worksheet (12/04)
In the space below (and on the back) describe a contribution
you have made to America? Examples include Girl/Boy scouts,
singing for a retirement home, helping out elderly people with
chores, or cleaning up your community on Earth bay.
What is one contribution you would like to make in your
lifetime? Use your imagination and think BIG, you can
achieve great things!
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
American Memory & Me Student Worksheet (12/04)
Which primary sources exist about your life? (Circle ALL
that apply.)
Photos
News articles
Video files
Audio files
Journal writings
School projects
Original artwork
Other?
American Memory & Me Student Worksheet - Newspaper
Create a newspaper about you and your special day in history.
DIRECTIONS
1. Go to
http://www.americanmemory.org/AmericanMemory/index.htm
and click the Everyday History link to access the newspaper
template. Save a copy of the template or print it out.
2. Paste the historical picture that you saved from the Today in
History page into the appropriate section of the template.
3. Edit your story from Part I of the American Memory & Me
Student Worksheet, then paste the story into the appropriate
section of the template.
4. Paste your personal photo into the appropriate section of the
template.
5. Edit your story from Part II of the American Memory & Me
Student Worksheet, then paste the story into the appropriate
section of the template (see examples on next page).
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
American Memory & Me Student Worksheet (12/04)
Examples
Jim Smith Redesigns Education System
Jim Smith was born on July 12,1994 in Binghamton, New York. He
was a restless and distracted student throughout the eighth
grade. He hated tests. After completing high school and college,
Jim decided to become a really cool teacher and make school
much more fun. During his life, he helped to redesign the
American education system to have fewer tests and more
projects. Jim's students loved school and were very successful.
Caroline Jones Provides Companions to Millions
Caroline Jones was born on July 6,1996 in Chicago, Illinois. She
was a great kid who did well in school. She loved teddy bears, and
thought that all children needed teddy bears to be happy. When
Caroline was seven, she started to work with her friends to
collect teddies and give them away. She worked on the project
her whole life. Caroline gave away over one million teddy bears,
making American children in need very happy.
Content © Barat Education Foundation
Distributed through the American Memory Initiative of Barat Education Foundation
ALPHABET BOOKS
Alphabet books are a great way to dig deeper into a topic, while using a digital
camera or incorporating graphics found on the WWW. The are useful with students of
all ages, with the difficulty level of the vocabulary increasing with the grade level.
•
Project... We will create a 11 "
Alphabet Book". Each group of students
will be assigned a set of letters of the alphabet. The group will explore the community
and locate items to represent those letters. (Remember, the letters must represent your
community - so "C is for Car- this is my car" is not acceptable, but "G is for Garden this garden is at Old Main" is okay.
Details:
Margins
Font
Letter Size
Narrative text
Image Size
Line #1 (left aligned)
1 inch all sides
Arial
72 and bold
36
3" x 5"
Letter Assignments
Groupl-AFLRVU
Group 2-B H I M P W
Group 3- CEJ NS X
Group 4-D 0 G T K Y
Bonus - Q and Z
is for...
Skip a line
Skip a line
Image
3" x 5"
Centered on Page
Skip a line
Skip a line
Line #2 (centered)
The Quad
Students relax in the quad.
Save your document as Aisfordoc (or Bisfordoc, etc) on disk.
•
ABC INQUIRY SHEET
Examine the image provided by your teacher. Choose words or phrases
that begin with each letter of the alphabet that come to mind as you
study the image. The items can be objective (what you see in the image)
or subjective (feelings, associations or judgments about the image).
•
A
B
C
D
E
F
G
H
I
J
K
L
M
N
0
P
Q
R
S
T
U
V
W
X
Y
Z
Additional Questions or Thoughts about this Image
•
Name
Houghton Mifflin English
Sense Chart
Date
•
List details for each sense in its column.
Copy r ig ht © Houg hton Mi'n Comp any. All Rig hts Reserve d.
Topic
•
•
Image References
Preface The Northern Great Plains, 1880-1920: Photographs from the Fred Hultstrand and F.A.
Pazandak Photograph Collections "Soper school, Fairdale, North Dakota : teacher, Dan
McCullough; Andy and Alfred Hultstrand, pupils".NDIRS-NDSU, Fargo.
http://memory.loc.gov/cgi-bin/query/ r?ammem/ngp:@field(NUMBER+@band(ndfahult+b372))
Page 3 The Library of Congress home page. http://www.loc.gov
Page 5 Top "Illinois State Normal University, July 29, 1914", Library of Congress, Prints
and Photographs Division. Pan6a03986 http://hdl.loc.gov/loc.pnp/pan.6a03986
Page 5 Middle "Plantation horn". Filson Special Collections, Special Collections Research
Center, University of Chicago Library.
http://memory.loc.gov/cgi-bin/query/r?ammem/fawbib:@ field(DOCID+@lit(apf0018))
Page 5 Bottom Ulysses S. Grant's commission as lieutenant general signed by Abraham Lincoln,
10 March 1864. Library of Congress, Manuscript Division.
http://lcweb2.1oc.gov/cgi-bin/query/ r?ammem/mcc:@field(DOCID+@lit(mcc/017))
Page 6 Colton, G. Woolworth. "G. Woolworth Colton's railroad map of Illinois". 1961. Colton,
G. Woolworth 1827-1901. (Library of Congress Geography and Map Division), (g4101p
rr002040. http://hdl.loc.gov/loc.gmd/g4101p.rr002040).
Page 7 Top The close of a career in New York. Library of Congress, Prints and Photographs
Division, Detroit Publishing Company Collection. http://memory.loc.gov/cgi-bin/query/r?ammem/
detr:@field(NUMBER+@band(det+4a09038))
Page 7 Middle Mrs. Thomas Whiffen, an actress, sitting in a rocking chair holding a feather fan
in a house in Chicago, IllinoisDN-0076000, Chicago Daily News negatives collection, Chicago
Historical Society. ttp://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@
band(ichicdn+n076000)
Page 7 Bottom Civil War Treasures from the New-York Historical Society. http://memory.loc.gov/ cgi-bin
/query/r?ammem/cwnyhs:@field(DOCID+@lit(a100001)
Page 8 Top Detail from Incidents of the war. A harvest of death, Gettysburg, July, 1863. Photographed by Timothy H.
O'Sullivan, July 1865 (Library of Congress, Prints and Photographs Division, Reproduction number:
LC-B8184-7964-A). http://memory.loc.gov/cgi-bin/query/r?ammem/ cwar:@field(NUMBER+@band(cwp+4a40875)
Page 8 Bottom Sod home near Meadow, South Dakota.Fred Hultstrand History in Pictures Collection,
NDIRS-NDSU, Fargo. http://memory.loc.gov/cgi-bin/query/r?ammemingp:@
field(NUMBER+@band(ndfahult+b038)
Page 9 The Library of Congress American Memory. http://memory.loc.gov/ammem/browse/index.html
Page 10 The Library of Congress Exhibitions. http://www.loc.gov/exhibits/
Page 11 The Library of Congress Thomas. http://thomas.loc.gov/
Page 12 The Library of Congress World Digital Library. http://www.loc.gov/wdl/
Page 13 The Library of Congress Veterans History Project. http://www.loc.gov/vets/
Page 14 The Library of Congress Kids, Families. http://www.loc.gov/families/
Pages 15 16 The Library of Congress Teachers Page. http://www.loc.gov/teachers/
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Page 17 The Library of Congress Webcast. http://www.loc.gov/today/cyberlc/
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Page 18 The Library of Congress American Memory Today in History. http://memory.loc.gov/
ammem/today/today.html
Page 19 The Library of Congress Gov Wise Guide.
http://www.loc.gov/wiseguideloct07/index-flash.html
Page 20 The Library of Congress myLOC. http://myloc.gov/pages/default.aspx\
Page 21 Prints and Photographs Online Catalog http://www.loc.gov/pictures/
Page 22 Ask a Librarian http://www.loc.gov/rr/askalib/
Front cover of Section 2 William P. Gottlieb/Ira and Leonore S. Gershwin Fund Collection,
Music Division, Library of Congress. http://memory.loc.gov/cgi-bin/query/r?ammem/gottlieb:@
field(NUMBER+@band(gottlieb+14301)
Page 27 American Memory http://memory.loc.gov
Page 28 American Memory http://memory.loc.gov
Page 29 American Memory http://memory.loc.gov/ammem/browse/index.html
Page 31 A Civil War Soldier in the Wild Cat Regiment, Selections from the Tilton C. Reynolds Papers, Library of
Congress, Manuscript Division, Library of Congress. http://memory.loc.gov/ammem/tcrhtml/tcrhome.html
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Page 31 American Indians of the Pacific Northwest Collection, Library of Congress. http://memory.
loc.gov/ammem/collections/pacific/
Page 32 Harrison, Job V. "A sod Shanty: with all the necessary equipment for pioneer living". 1900. The Northern Great
Plains, 1880-1920: Photographs from the Fred Hulstrand and F. A. Pazandak Photograph Collections. North Dakota
State University Institute for Regional Studies. (ndfahult b255),
http://memory.loc.gov/cgi-bin/query/r?ammemingp:@field(NUMBER+@ band(ndfahult+b255)
Page 33 Sheppard, Wm., "Portrait of Pocahontas, from a painting by Wm. Sheppard". 1616 Touring
Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920. Library of Congress
Prints and Photographs Division. (det 4a26409 http://hdl.loc.gov/loc.pnp/ det.4a26409)
Page 34 Chicago Daily News, "School Children saluting American flag being raised up a pole, on the grounds of
Bismarck School". 1917. Photographs from the Chicago Daily News,
1902-1933. (Chicago Historical Society). http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@
field(NUMBER+@band(ichicdn+n067757)
Page 35 American Environmental Photographs Collection, "An eagles nest in a Eastern Red Cedar, Oregon, Illinois",
Department of Special Collections, University of Chicago Library. http://lcweb2 .
loc. gov/cgi-bin/query/r? ammem/AMALL : @ field(D OC ID+@lit(icuaep. ILP 153)
Page 36 "Armour Square, drinking fountain (in use soon after construction) 1909. American Landscape and
Architectural Design, 1850-1920, Harvard University Graduate School of Design, Frances Loeb Library. (mhsdalad
050056), http://memory.loc.gov/cgi-bin/query/r?ammem/alad:@ field(DOCID+@lit(h 118111)
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Page 37 Brady, Matthew B., "President Lincoln the Last Week of Life". 1865 History of the American West,
1860-1920, Photos from the Collection of the Denver Library. (Western History/ Genealogy Department, Denver Public
Library). (codhasp 10022175 http://photoswest.org/cgi-bin/ imager?10022175+x-22175)
Page 38 Google. www.google.com
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Front Cover for Section 3 The Library of Congress, Prints & Photographs Division, FSA-OWI Collection,
reproduction number, LC-USF34-017092-C DLC. ttp://memory.loc.gov/cgi-bin/query/ r?ammem/fsaall:@field
(NUMBER+@band(fsa+8b38659)
Page 49-50 The Library of Congress The Teachers Page. http://memory.loc.gov/teachers/
Page 51 The Library of Congress Classroom Materials. http://www.loc.gov/teachers/classroommaterials/
Page 51- 52 The Library of Congress Lesson Plans http://www.loc.gov/teachers/classroommaterials/lessons/
Page 53-57 The Library of Congress Themed Resources http://www.loc.gov/teachers/classroommaterials/themes/
Page 58 The Library of Congress Using Primary Sources.
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/
Page 59 The Library of Congress Presentations and Activities
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/
Page 59 The Library of Congress Collection Connections http://www.loc.gov/teachers/classroommaterials/connections/
Page 60 The Library of Congress Professional Development http://www.loc.gov/teachers/professionaldevelopment/
Page 61 The Library of Congress Using Primary Sources http://www.loc.gov/teachers/usingprimarysources/
Front Cover for Section 4 Wilbur and Orville Wright Papers, Manuscript Division, Library of Congress,
Washington, D.C. ttp://memory.loc.gov/cgi-bin/query/r?ammem/wright:@
field(NUMBER+@band(ppprs+00603
Ill
Page 64 Top Library of Congress, Prints & Photographs Division, FSA-OWI Collection, reproduction number,
LC-USF34-071767-D DLC. http://memory.loc.gov/cgi-bin/query/r?ammem/
fsaall:@field(NUMBER+@band(fsa+8c23903)
Page 64 Bottom Left Library of Congress, Edward S. Curtis Collection, reproduction number (LCU
SZ62-101261 DLC. http://memory. loc. gov/cgi-bin/query/r? ammem/awhbib: @field (NUMBER+@
band(cph+3c01261)
Page 64 Bottom Right Chicago Daily News negatives collection, SDN-069171. Courtesy of the Chicago
Historical Society. http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@ band( i ch
cdn+s069171)
Page 65 Top Lincoln Collection, Special Collections Research Center, University of Chicago Library.
http://memory.loc.gov/cgi-bin/query/r?ammem/fawbib:@field (DOCID+@lit(apc0042)
Page 65 Bottom Butcher, Solomon D., "Carpet cleaner run by gasoline engine in Kearney, Nebraska". 1907.
Prairie Settlement: Nebraska Photographs and Family Letters, 1862-1912. (Nebraska State Historical Society).
http://memory.loc.gov/cgi-bin/query/r?ammem/psbib:@field (DOCID+@lit(p 13006)
Page 66 Top Catlow Patty Munroe. "Fashion plates of women wearing hats decorated with bird
feathers". 1904. Reclaiming the Everglades: South Florida's Natural History, 1884-1934. (Historical Museum of
Southern Florida). http://memory.loc.gov/cgi-bin/query/r?ammem/fmueven@field (NUMBER+@band
(fmuever+ep00200001)
ID
Page 66 Bottom Chicago Daily News. "Horses and carts used for snow removal lined up on a snow-covered street".
1903. Photographs from the Chicago Daily News, 1902-1933. (Chicago Historical Society),
http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:r&field (NUMBER+@band (ichicdn+n000303)
Page 67 Western History/Genealogy Department, Denver Public Library. http://memory.loc.gov/cgibin/query/r?ammem/hawp:@field (NUMBER+@band (codha +10007078)
Page 68 Top Al, Piantadosi, "I didn't raise my boy to be a soldier". 1915. Historical American Sheet Music, 1850-1920.
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(Rare Book, Manuscript, and Special Collections Library, Duke University). (Historical American Sheet Music:
1850-1920), ttp://memory.loc.gov/cgi-bin/query/r?ammem/ dukesm:@field (DOCID+@lit(ncdhasm.a0665)
Page 68 Bottom Ruger, A. "Bird's eye view of Chenoa, McLean County, Illinois 1869. 1869. Map Collections:
1500-2004. (Library of Congress Geography and Map Division). (g41 04c pm001450
http://hdl.loc.gov/loc.gmd/g4104c.pm001450).
Page 69 72 Stripling, Barbara, -Inquiry: Inquiry Minds Want to Know", Library of Congress Professional
Development Modules, Understanding the Inquiry Process.
http://www.loc.gov/teachers/professionaldevelopment/tpsdirect/pdplanbuilder/
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Page 74 City Point, Va. "Gen. J. C. Robinson" and other locomotives of the U.S. Military Railroad, Between 1860 and
1865, Library of Congress, Prints & Photographs Division, [reproduction number, LC-DIG-cwpb-01858 DLC]
http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39718))
Page 75 International Stereograph Co.; October 11, 1909, Decatur, Ill. - Wreck on I.C.R.R., near Farmer City, Ill.; Oct.
6, '09. - October 11, 1909 - Library of Congress Prints and Photographs [LC-USZ62-127101 DLC]
http://hdl.loc.gov/loc.pnp/pan.6a04021
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