This lesson is available through Emerging America, a TPS Consortium partner from Massachusetts and was created by Elena T. Danek. Access the full lesson plan by clicking the link below. Historical Fiction: Setting Study through Primary Sources of the Novel Esperanza Rising This two-day lesson is based on students acquiring a better understanding of the…
Students learn the power of pairing pictures with poems to tell stories about historical and contemporary issues. Display the paired primary sources (Image 1 | Image 2), showing only the images (i.e., cover up the text) and inform students that the poem accompanying these illustrations has been removed. Ask them to predict what the poem…
This lesson may be completed in whole or in part, depending on the needs of your students and the time that you have. FOCUS QUESTION In what ways is equality a proposition, or belief, worth fighting for? LESSON OVERVIEW Students will consider whether equality is important to our democracy as they develop a deep understanding…
Elementary teacher librarian and former teacher in residence at the Library of Congress, Tom Bober (@CaptainLibrary), details a plan for pairing primary source analysis with the book, Ruth and the Green Book by Calvin Alexander Ramsey, to help students make connections to history and geography. In his post on Knowledge Quest from the American Association of School Librarians, Tom also…
In a group, complete a quick primary source analysis of the image above to note what you see, what you think or feel about what you see, and any questions that you have. Based on your analysis, what do you think the Brownies’ Book was and why do you think it was created? Then review…
Look carefully at the photograph above and respond to the following questions. What do you notice first? What else do you see? What details can you point to? What might those details tell you about this woman and what she is doing? What might those details tell you about why this photo was taken, or…
Students will analyze historical and contemporary primary sources to examine how citizens persevered to overcome injustice and affect change during the 1960s civil rights era and consider the lessons the first March to Selma in 1965 provides for us today. Enduring understanding: Time, place, and culture influence our perspectives on people and issues. Essential question:…
Help students learn about the history and contemporary contexts of the U.S. national anthem and the American flag. Teaching resources The Star Spangled Banner (K-2) The Star Spangled Banner (grades 3-5) Stars, Stripes and Symbols of America: Comparing Our Flag, Past and Present (grades 1-2) Pledge of Allegiance Image Sequencing (grades 3-5) Direct students do some background…
Zoom into this old map. Do some math, how many acres in total are listed on this map. There are 640 acres in 1 square mile. Approximately how many square miles is this farm? Look for clues on the map to see if you can determine when it was made and by whom. Make a…
The San Francisco Call. (San Francisco [Calif.]), 20 Dec. 1903. Chronicling America: Historic American Newspapers. Lib. of Congress. Articles (Click the page image above to zoom in and then use the page arrow buttons to read the articles in this section or click the links below.) Boy’s Christmas Aboard a Whaler The Heart of a Child…
This Emily Dickinson poem was set to music by composer Ernst Bacon. Take a closer look at this sheet music and read the lyrics. What feeling does this poem give you? What specific word choices influence how you feel? What kind of music do you think would go with these words (happy, upbeat, sad, mournful, lively, slow,…
Be a primary source investigator. Zoom into this photograph. Look carefully at the details in the image. What did you learn about gauchos from your photo investigation? Read this entry on Gauchos from Encyclopædia Britannica or watch this National Geographic video about gauchos or both.What more did you learn about gauchos? How does that information compare with your primary source investigation? Tell…