Teaching with Primary Sources Across TennesseeL
U.S. History, Language Arts
1 Class Period (50-60 minutes)
Katie Sutton Randall,
Teaching with PrimarySources Across Tennessee
In this lesson, students will learn about the Julius RosenwaldFund and study images and drawings of the Cadentown Rosen-wald School in Lexington, Kentucky. The school was con-structed in 1922-23, and the images were created after 1933 aspart of the Library of Congress’s
Historic American Building Sur-vey
. Students will analyze these sources to identify definingphysical features of Rosenwald schools, develop historical re-search questions, and learn about the private-public partner-ships that funded many Progressive Era reform efforts.
Students will analyze photographs and drawings of a Rosenwaldschool in addition to secondary source material to gain a betterunderstanding of reform efforts made in education during theProgressive Era.
Students will learn to evaluate primary source materials as arti-facts, develop an understanding of the importance of historicalinquiry based on primary sources, gain a better understandingthat political, economic, and social history are connected, andrecognize that private-public partnerships often funded reformefforts during the Progressive Era.
How can buildings be used as primary sources? What kind of relationship model did the Rosenwald initiative create for Pro-gressive reform efforts?
Rosenwald Schools videos, courtesy of the University of Alabama Center for Public Television
Video Discussion Questions Handout (page 5)
Grades 9-12, U.S. History
Tennessee State Performance Indicators
Recognize the progress of political andsocial reform in America during this era (i.e.women’s suffrage, Regulation of Food andDrug Initiative, Referendum, and Recall, protection of workers’ rights, AntitrustSupreme Court decisions, Muckrakers)
Read and interpret a primary sourcedocument reflecting the social dynamics of the 1920s (e.g. Harlem Rennaissance, LostGeneration)
Teacher Performance Indicators